Study Guide Med Com PSPDG

Study Guide Communication in
Dentistry 2017
STUDY GUIDE
Semester VI
BLOCK
COMMUNICATION IN DENTISTRY
06 Juni 2017 13 Juli 2017
School of Dentistry
Faculty of Medicine Udayana University
2017
School of Dentistry Faculty of Medicine Udayana University 1

Dentistry 2017
~ INTRODUCTION ~
Good communication skills are essential in the medical profession because doctors are
dealing with humans, autonomous and social individuals. Todays doctors are facing more
and more demanding patients in their need to maintain health. Doctors need to be able to
communicate effectively and sensitively with their patients and with their colleagues. There
is no doubt that the ability to communicate is by far the most precious skill that a doctor can
learn. Even in present-day complex and sophisticated world of medicine, the skills to
communicate effectively remain to be of prime importance for developing a successful and
gratifying medical profession and practice.
The Block Medical Communication (MC) has been designed to provide the medical
students with enough opportunity to learn communication skills needed in medical
profession. The first part of the Block curriculum deals with basic concepts of
communication skills required to build effective interaction between doctor and
patient/relative such as basic concepts in medical communication, taking history, reviewing
the system, and approaching to specific patients such as different cultural background,
paediatric, psychiatric and obstetric patients. There are also time allocation for student to
rehearse their skill in communication through role play in basic clinical skill, comprising the
skills in opening the session, gathering information, building relationship, giving explanation
and planning, closing the session, and imparting bad news. In the later part of the
curriculum, the programs concern with other aspects of communication skills such as writing
medical notes and letters, techniques of paper presentation and discussion, communication
in health promotion and education, and scientific writing. The forms of the teaching -
learning activities include reading assignments, lectures, small group discussions, and
exercises on self-assessment items to test students understanding on the main contents of
lectures and reading material.
On having completed the Blocks programs at the first semester, we hope that the
students will be reasonably proficient in the skills of effective communication that they can
use throughout all stages of their medical training especially the later clinical stages, as
well as throughout their future medical career after qualification.
This small Study Guide manual has been written to aid students to get through the
various teaching-learning activities without too much difficulty. As it contains all the
necessary information such as time-table of learning activities, subjects/topics and tasks or
assignments, the students will know in advance what to learn, when and how to do it and
what to expect from them. In short, with this manual at hand, the students should be able to
prepare themselves properly before participating in each teaching-learning activity.
We hope that this manual is useful not only for the students, but also for the lecturers
and facilitators.
Team of Planners
Block Medical Communication

Dentistry 2017
~ CURRICULUM ~
Aims:
To introduce to the students the basic principles and skills of communication essential in
medical profession: taking patients history, approaching patient with specific clinical
situation or entity, and communicating with professional associates.
Learning Outcomes:
1. Understand and apply the basic principles of effective communication with patient
and family
2. Understand and apply communication strategy for health promotion and education to
lay community
3. Communicate effectively with professional associates in scientific meeting
4. Write professional letters, notes and curriculum vitae
5. Apply basic principles of scientific writing in professional communication
6. Apply specific approach or communication strategy to patient with specific clinical
condition or entity
Curriculum contents:
1. Principles of communication between doctor and patient/family
2. Concepts of history taking and review of the body systems
3. Skills in communicating with patients
4. Communicating with patients from different cultural backgrounds
5. Approaching patient with specific situation or entity:
a. Questioning about sexual history and examining obstetric patient
b. Communicating with child patients and their parents
c. Communicating with patients with psychological problem and disorder
6. Concepts and skills of paper presentation and discussion
7. Concepts and skills of communication in health promotion and education
8. Writing medical letters, notes and curriculum vitae (CV)
9. Concepts and skills of scientific writing.

Dentistry 2017
A Guide to Successful Study
Studying medicine is very hard and therefore severely demands that you have a strong
determination to study, attend lectures and discussions as scheduled, read learning
materials diligently and critically, and execute your assignments properly and on time.
Although studying manner differs from one individual student to the other, there are things
that have much in common to achieve success.
Here are some general tips for you to comply in order to reach success in your studies
at this Faculty, including the Block Medical Communication.
1. Keep your enthusiasm high for your tasks
Your high scores you were able to obtain at High School that enabled you to enrol to
this Faculty of Medicine tell that basically you have the basic potential to reach
success in your present studies. Different from the school study, however, at
university you are faced with more complex work, more wide and critical reading,
and you must focus on issues in a more detailed and searching way. This means
you should be able to manage yourself and your time wisely. Being a last
minute crammer for lectures and assignments is a serious disadvantage and reflects
poor self-motivation.
2. Increase your proficiency in reading, writing and speaking
You are given a great deal of reading material, so you have to be selective with
which to read in-depth or superficially, know which is important and which is not, see
beyond the details to the underlying principles, pay attention to similarities and
differences, to note exceptions to general rules, to understand cause and effect
relationships, tie in what you are reading with what you already know, etc. Similarly,
you have to keep-up your writing and speaking ability to such a level required for
university studies (in Bahasa Indonesia and/or in English). It is for all these purposes
that this Faculty includes Academic Reading, Critical Thinking, Speaking in
Conferences, and Scientific Writing courses in this Block and in a few other blocks.
There are also both General English and Medical English courses offered by this
Faculty. You must remember that reading, writing and speaking are three main
elements of communication skills of great importance in almost all
professions, including medicine in particular. So why not make the best out of
these courses!
3. Have flexibility in thinking and learning
As a medical student, you are dealing with large bodies of information with which
you gradually have to become familiar. In our medical school curriculum system, the
first seven semesters are devoted to integrated learning of basic biomedical and
clinical sciences, while the later five semesters are concentrated more on clinical
studies with real patients. Generally, the teaching-learning activities of the early
seven semesters consist of lectures, discussions on specific learning tasks or
problems, and in some topics simulations/role-plays. Since early in your studies, you
are introduced to the relation of biomedical knowledge to their clinical implications. In
some of the learning tasks or model cases in the earlier semesters, you may not yet
familiar with certain terms regarding diseases or other clinical disorders mentioned in
the tasks/simulated cases. Each lecture takes only one hour for a topic, in which the
lecturer explains more about concepts and principles rather than on details of factual
information. In consequence, therefore, it is your responsibility to find out explanation
to unknown terms or diseases and you have to read more extensively to get more
information from your reading resources. In fact, unlimited amount of information is
in existence in the library and on the internet about almost anything. Therefore, the

Dentistry 2017
question lies not on where to find the information, but on whether or not you
are willing to find it. So, make the best use of the library and Internet available in
this School.
4. Ability to work by yourself
The present teaching and learning feature of this Faculty of Medicine is more
student-centered than the old teacher-centered one. Thus, your success will be
dependent greatly on how well or hard you drive yourself to studying. No teaching
staff is assigned to checking on you or spying on your progress. Lecturers do not
teach about details of information, but instead emphasize more about concepts
and principles. The task of the tutors/facilitators is not to give you the answers
to the learning tasks of the discussion sessions, nor to teach or lecture
you about the topic of discussion. Their task is, by working together with you --
students, to assure that you delve yourself into the discussion deeply and seriously.
In fact, it should be relatively easy for you to make your day-to-day study plans,
because you already have a somewhat well- structured learning time-line, as in this
Study Guide for Block Medical Communication. If you always read your references
before each lecture and discussion day, it means you get yourself ready for the block
final examination. If you are building up a habit of delaying reading the references to
the last minute, then take into account the heaving workload of the examinations,
because you must take them very shortly after the end of each block. With careful
planning, it is most likely that you will succeed in your study and, as a result, enjoy
your life as a student.

Dentistry 2017
~ TIM PENYUSUN ~
No Name Department Phone

drg. Ni Kd Fiora Rena Pertiwi, Ketua
1 PSPDG 081805333658
M. Biomed
Drg. Luh Wayan Ayu Sekretaris
2 PSPDG 0818322169
Rahaswanti, Sp. KGA
~ NARASUMBER ~
NO NAME DEPT PHONE

1 Prof. Dr. dr. IB Tjakra Wibawa M, Sp.B.Onk Oncology Surgery 0811393779
Dr. dr. Made Ratna Saraswati, Sp.PD-KEMD-
2 Internal Medicine 08123814688
FINASIM
3 Prof. Dr. dr. Gd Raka Widiana, Sp.PD (KGH) Internal Medicine 0816297956
4 dr. I Gusti Ayu Dewi Ratnayanti, M.Biomed Histology 085104550344
5 Prof. Dr. dr. I Putu Gede Adiatmika, M.Erg. Fisiologi 08123811019
6 dr. P. Siadi Purniti, Sp.A Pediatrics 08123812106
Obstetric and
7 dr. I N Hariyasa Sanjaya,Sp.OG, MARS 081558314827
Gynecology
8 dr. Yuliana, M.Biomed. Anatomy 08579252363
9 dr. Lely Setiawati, Sp.KJ Psychiatry 08174709797
10 Prof. Dr. dr. Mangku Karmaya, M.Repro Anatomy 0811387105
11 dr. I Putu Adiartha Griadhi, M.Fis, AIFO Physiology 03617811372
12 dr. Oka Negara Andrology 08123970397
13 Dr. dr. Dyah Pradnya Paramita D Public Health 0818357777
14 drg. Ni Kd Fiora Rena Pertiwi, M. Biomed pspdg 081805333658
Drg. Luh Wayan Ayu Rahaswanti, Sp.
15 pspdg 0818322169
KGA
16 Drg. I.G.A Ari widiastuti pspdg 081916124396
~ FASILITATOR ~

Dentistry 2017
NO NAMA Kelompok PHONE

Drg. Hartiningsih Saidi
1 1 08123676530
2 Drg. Steffano Aditya Handoko, MPH 2 0811110393/08571587393
3 Drg. Nyoman Sidi Wisesa 3 081933109818
4 Drg. Putu Ika Anggaraeni, Sp. Ort 4 085868935557
5 Drg. I Gusti Ayu Ari Widiastuti 5 081916124396
~ PEMBIMBING STUDENT PROJECT ~
NO NAMA Kelompok PHONE

1 Drg. Putu Lestari Sudirman, M. Biomed 1 08123676530
2 Drg. Mia Ayustina Prasetya, Sp. KGA 2 08175053626
3 Drg. IGA Dyah Ambarawati 3 081805598066
4 Drg. Louise Cinthia Hutomo, Sp. Ort 4 085857373714
Drg. Luh Wayan Ayu Rahaswanti, Sp.
5 5 0818322169
KGA
~ JADWAL PEMBELAJARAN ~
HARI / NARA
WAKTU KEGIATAN TEMPAT
TANGGAL SUMBER
Kuliah 1 : Pengantar Ilmu Komunikasi Medis
08.00 -
09.00 dr. Made
RUANG Ratna
09.00 - Kuliah 2 : Konsep Dasar Komunikasi dengan Pasien dan KULIAH Saraswati,
10.00 Keluarganya SKILL LAB Sp.PD-
HARI 1 : LT. 1 KEMD-
10.00 - FINASIM
Selasa Kuliah 3 : Konsep Dasar Anamnesis
11.00
06 Juni 11.00 -
Belajar Mandiri
2017 12.00
12.00 -
Istirahat
13.00
13.00 -
14.00
Tugas Kelompok Pembimbing
14.00 -
15.00
08.00 - PREKLINIK IV SKILL LAB INSTRUKTUR
09.00 LT. 4

Dentistry 2017
09.00 -
10.00
10.00 -
HARI 2a : 11.00
11.00 -
Rabu Istirahat
12.00
07 Juni 12.00 -
2017 Diskusi 1: Pengantar Ilmu Komunikasi Medis
13.00
13.00 - RUANG
Diskusi 2: Konsep Dasar Komunikasi dengan Pasien dan Keluarganya Fasilitator
14.00 DISKUSI
14.00 -
Diskusi 3: Konsep Dasar Anamnesis
15.00
08.00 -
Belajar Mandiri
09.00
09.00 -
Pleno 1: Pengantar Ilmu Komunikasi Medis dr. Made
10.00
RUANG Ratna
10.00 - KULIAH Saraswati,
Pleno 2: Konsep Dasar Komunikasi dengan Pasien dan Keluarganya
11.00 SKILL LAB Sp.PD-
HARI 3 :
LT. 1 KEMD-
11.00 - FINASIM
Kamis, Pleno 3: Konsep Dasar Anamnesis
12.00
08 Juni 12.00 -
Istirahat
2017 13.00
13.00 -
14.00
14.00 -
15.00
08.00 -
09.00
09.00 -
10.00
10.00 -
11.00
11.00 -
Jumat, PREKLINIK III RSPTN INSTRUKTUR
12.00
09 Juni 12.00 -
2017 13.00
13.00 -
14.00
14.00 -
15.00
08.00 -
Belajar Mandiri
09.00

Dentistry 2017
Kuliah 4 : Pengantar Komunikasi di Bidang Kedokteran Gigi drg. Ni
09.00 - Kadek Fiora
10.00 Rena P.,
M.Biomed
Dr. dr. Dyah
10.00 -
Kuliah 5 : Komunikasi dengan Pasien dari Berbagai Latar Belakang Pradnya
11.00 RUANG Paramita D
HARI 4 : KULIAH
SKILL LAB Dr. dr. Lely
11.00 -
Senin, Kuliah 6 : Komunikasi dengan Pasien dengan Gangguan Kejiwaan LT. 1 Setyawati,
12.00
SpKJ(K)
12 Juni
2017 12.00 - Kuliah 7 : Skills in communicating with patients: Explanation Dr.
13.00 & planning, Closing the session Ratnayanti
13.00 -
Istirahat
14.00
14.00 -
15.00
08.00 -
Belajar Mandiri
09.00
Diskusi 4 : Pengantar Komunikasi di Bidang Kedokteran Gigi
09.00 -
10.00
10.00 - RUANG
Diskusi 5 : Komunikasi dengan Pasien dari Berbagai Latar Belakang Fasilitator
11.00 DISKUSI
HARI 5 :
11.00 -
Selasa Diskusi 6 : Komunikasi dengan Pasien dengan Gangguan Kejiwaan
12.00
13 Juni 12.00 -
Istirahat
2017 13.00
13.00 - Diskusi 7 : Skills in communicating with patients:

Fasilitator
14.00 Explanation & planning, Closing the session
14.00 -
15.00
08.00 -
09.00
09.00 - SKILL LAB
PREKLINIK IV INSTRUKTUR
10.00 LT. 4
10.00 -
HARI 2b : 11.00
11.00 -
Rabu, Istirahat
12.00

Dentistry 2017
14 Juni Pleno 4 : Pengantar Komunikasi di Bidang Kedokteran Gigi drg. Ni
2017 12.00 - Kadek Fiora
12.30 Rena P.,
M.Biomed
Dr. dr. Dyah
12.30 -
Pleno 5 : Komunikasi dengan Pasien dari Berbagai Latar Belakang Pradnya
13.30
RUANG Paramita D
KULIAH
SKILL LAB Dr. dr. Lely
13.30 -
Pleno 6 : Komunikasi dengan Pasien dengan Gangguan Kejiwaan LT. 1 Setyawati,
14.00
SpKJ(K)
14.00 - Pleno 7 : Skills in communicating with patients: Explanation Dr.

15.00 & planning, Closing the session Ratnayanti
08.00 -
dr. I Putu
09.00 RUANG
Adiartha
09.00 - BCS 1: Skills in communicating with patients: Iniating the session and KULIAH
Griadhi,
10.00 Gathering information SKILL LAB
S.Ked., M.
10.00 - LT. 1
Fis., AIFO.
HARI 6 : 11.00
11.00 -
Kamis, Istirahat
12.00
15 Juni RUANG
2017 12.00 - KULIAH PENGURUS
Kuis Kuliah 4
13.00 SKILL LAB BLOK
LT. 1
13.00 -
14.00
14.00 -
15.00
08.00 -
09.00
09.00 -
10.00
10.00 -
11.00
11.00 -
12.00
16 Juni 12.00 -
2017 13.00
13.00 -
14.00
14.00 -
15.00
08.00 - BCS 2: Skills in communicating with patients: Building RUANG Prof. Dr.dr. I
09.00 relationship KULIAH Nyoman
09.00 - SKILL LAB Mangku
10.00 LT. 1 Karmaya ,

Dentistry 2017
10.00 -
HARI 7 : 11.00 M.Repro, PA
11.00 -
Senin, Istirahat
12.00
19 Juni 12.00 -
2017 13.00
13.00 -
14.00
14.00 -
Belajar Mandiri
15.00
08.00 -
Belajar Mandiri
09.00
RUANG
09.00 - KULIAH
Kuliah 8 : Komunikasi mengenai riwayat seksual pasien dr. Hariyasa
10.00 SKILL LAB
LT. 1
10.00 -
Kuliah 9 : Komunikasi dengan pasien anak Psikologi
11.00
HARI 8 :
drg. Desak
11.00 - Kuliah 10 : Prosedur penulisan surat, catatan, dan konsultasi antar Nyoman Ari
Selasa, bidang keilmuan Susanti,
12.00
M.Kes
20 Juni 12.00 -
Istirahat
2017 13.00
13.00 -
14.00
14.00 -
15.00
08.00 -
09.00
09.00 - SKILL LAB
10.00 LT. 4
10.00 -
HARI 9a : 11.00
11.00 -
Rabu, Istirahat
12.00
21 Juni
2017 12.00 -
Diskusi 8 : Komunikasi mengenai riwayat seksual pasien
13.00
13.00 - RUANG
Diskusi 9 : Komunikasi dengan pasien anak FASILITATOR
14.00 DISKUSI
14.00 - Diskusi 10 : Prosedur penulisan surat, catatan, dan konsultasi antar

15.00 bidang keilmuan
08.00 -
Belajar Mandiri
09.00

Dentistry 2017
09.00 -
Pleno 8 : Komunikasi mengenai riwayat seksual pasien dr. Hariyasa
10.00
RUANG
10.00 -
Pleno 9 : Komunikasi dengan pasien anak KULIAH Psikologi
11.00
HARI 10 : SKILL LAB
LT. 1 drg. Desak
11.00 - Pleno 10 : Prosedur penulisan surat, catatan, dan konsultasi antar Nyoman Ari
Kamis, bidang keilmuan Susanti,
12.00
M.Kes
22 Juni 12.00 -
Istirahat
2017 13.00
13.00 -
14.00
14.00 -
15.00
08.00 -
09.00
09.00 -
10.00
10.00 -
11.00
11.00 -
12.00
23 Juni 12.00 -
2017 13.00
13.00 -
14.00
14.00 -
15.00
Senin,
26 Juni Libur Idul Fitri
2017
Selasa,
27 Juni
2017
Rabu,
28 Juni
2017
Cuti Bersama Idul Fitri
Kamis,
29 Juni
2017
Jumat,
30 Juni
2018
08.00 -
Belajar Mandiri
09.00

Dentistry 2017
drg. Luh
09.00 - Wayan Ayu
Kuliah 11: Presentasi dan Diskusi Ilmiah
10.00 Rahaswanti,
Sp.KGA
RUANG
10.00 - KULIAH drg. I.G.A Ari
Kuliah 12: Komunikasi dalam Promosi Kesehatan Gigi dan Mulut SKILL LAB
11.00 Widiastuti
HARI 11 : LT. 1
Prof. Dr. dr.
11.00 - IB Tjakra
Senin, Kuliah 13: Breaking Bad News to the Patient and Family
12.00 Wibawa M,
Sp.B.Onk
03 Juli 12.00 -
Istirahat
2017 13.00
13.00 -
14.00
14.00 -
15.00
08.00 -
Diskusi 11: Presentasi dan Diskusi Ilmiah Fasilitator
09.00
09.00 -
Diskusi 12: Komunikasi dalam Promosi Kesehatan Gigi dan Mulut Fasilitator
10.00
10.00 -
Diskusi 13: Breaking Bad News to the Patient and Family Fasilitator
11.00
HARI 12 :
11.00 -
Selasa, Istirahat
12.00
04 Juli drg. Luh
2017 12.00 - Wayan Ayu
Pleno 11: Presentasi dan Diskusi Ilmiah RUANG
13.00 Rahaswanti,
KULIAH Sp.KGA
SKILL LAB
13.00 - LT. 1 drg. I.G.A Ari
Pleno 12: Komunikasi dalam Promosi Kesehatan Gigi dan Mulut
14.00 Widiastuti
14.00 -
Belajar Mandiri
15.00
08.00 -
09.00
09.00 - SKILL LAB
10.00 LT. 4
10.00 -
HARI 9b : 11.00
11.00 -
Rabu, Istirahat
12.00
05 Juli RUANG
2017 12.00 - KULIAH PENGURUS
Kuis Kuliah 9, 10, 11
13.00 SKILL LAB BLOK
LT. 1

Dentistry 2017
RUANG
13.00 - KULIAH
Diskusi 13: Breaking Bad News to the Patient and Family
14.00 SKILL LAB
LT. 1
14.00 -
Belajar Mandiri
15.00
08.00 -
Belajar Mandiri
09.00
09.00 -
10.00 RUANG dr. I Gusti
10.00 - BCS 3 : Skills in communicating with patients: Explanation & planning, KULIAH Ayu Dewi
HARI 13 : 11.00 Closing the session SKILL LAB Ratnayanti,
11.00 - LT. 1 M.Biomed
Kamis,
12.00
06 Juli 12.00 -
Istirahat
2017 13.00
13.00 -
14.00
14.00 -
15.00
08.00 -
09.00
09.00 -
10.00
10.00 -
11.00
11.00 -
12.00
07 Juli 12.00 -
2017 13.00
13.00 -
14.00
14.00 -
15.00
08.00 -
Belajar Mandiri
09.00
09.00 -
10.00 RUANG
10.00 - BCS 4 : Skills in communicating with patients: Breaking bad news to KULIAH
Team
HARI 14 : 11.00 patient and family : Breaking Bad News SKILL LAB
11.00 - LT. 1
Senin,
12.00
10 Juli 12.00 -
Istirahat
2017 13.00
13.00 -
14.00
14.00 -
15.00
08.00 - ROLE PLAY / VIDEO PRESENTATION RUANG PENGUJI
09.00 KULIAH

Dentistry 2017
09.00 -
10.00
10.00 -
HARI 15 : 11.00
11.00 -
Selasa,
12.00 SKILL LAB
11 Juli 12.00 - LT. 1
2017 13.00
13.00 -
14.00
14.00 -
15.00
Rabu,
12 Juli BREAK
2017
Kamis,
13 Juli UJIAN AKHIR BLOK
2017
~ PROGRAM PEMBELAJARAN~

Dentistry 2017
Abstracts of Lectures
Lecture 1: Basic concepts of communication

with patient and family
The lecture will begin with explanation of the definition, methods, and purposes of
communication, especially as related to the field of medicine. By having a good
communication with the patient, a doctor is more likely to: (1) make an accurate,
comprehensive diagnosis of the patients problem (2) detect the patients emotional distress
(3) have the patient more satisfied with the medical care and less anxious about his/her
problem (4) have the patient agree and follow the advice given. Some studies have shown
that patients preferred doctors who: (1) were warm and sympathetic (2) were easy to talk to
(3) introduced themselves (4) were self-confident (5) listened to the patient and responded
to their verbal cues (6) asked questions that are easily understood and were precise (7) did
not repeat themselves. These basic communication skills of a doctor can be learned and
retained, hence this topic of lecture.
The outcome of the doctor-patient communication is influenced by several factors,
namely factors related to the patient, factors related to the doctor, and factors related to the
environment. Factors related to the patient include physical symptoms, psychological
conditions, and previous and current experiences of medical care. Factors related to the
doctor include past training in communication skills, self-confidence in ability to
communicate, personality, and physical and psychological conditions. The interview
setting/environment requirements include privacy, comfortable surroundings and appropriate
seating arrangement. General guidelines for conducting an interview with a patient are
explained in detail, which include the beginning, main part, and end of the interview. The
most basic skills of communication, which include the skill of questioning, listening, and
facilitating the patient to tell more significant information, are explained. It is important to use
open questions in most parts of the doctor-patient communication to obtain sufficient, clear
and accurate information from the patient. Closed questions are used in certain specific
situations such as in an emergency.
Lecture 2&3: Basic concepts of history taking &

review of the systems
Dr Ratna Saraswati
Determining the scope of assessment

When performing the history taking to the patient, at the first time we have to determine
scope of the assessment, should it be comprehensive or focused. For patient who is coming
at the first time in the office or hospital, usually we will choose to conduct the
comprehensive assessment including all the element of health history. However in many
situation, a more flexible focused or problem-oriented assessment is appropriate,
particularly for patient you know well who are returning for routine office follow up care or
patient with specific urgent care concern like chest pain or knee pain.
The history taking: comprehensive of focused?
Comprehensive Focused
Is appropriate for new patients in the office of Is appropriate for established patients,
hospital especially during routine or urgent care visits

Dentistry 2017
Provides fundamental and personalized Addresses focused concerns or symptoms
knowledge about the patient Assesses symptoms restricted to a specific
Strengthens the clinician-patient relationship body system
Helps identify or rule out physical causes
related to patient concerns
Provide baselines for future assessments
Creates platform for health promotion
through education and counseling
Table adapted from: Bickley LS, Szilagyi PG, 2009. Bates Guide to Physical Examination and History Taking,
10th edition. Lippincot William and Wilkins, Philadelphia.
Most patients have specific worries or symptoms. The comprehensive examination

including history taking will provide a more complete basis for assessing patient concerns
and answering patient question. For the focused examination, the patients symptoms will
lead us to a more specific history taking, and next will help us to be more focused during
physical examination.
Components of the comprehensive adult health history

There are seven component of the comprehensive adult history taking:
Identifying data and source of the history
Chief complaint (s)
Present illness
Past history
Family history
Personal and social history
Review of the system
The review of the system may uncover problems that the patient has overlooked,
particularly in area unrelated to the present illness. Some clinicians do the review of the
system during the physical examination, for example: asking about ear as they examine
them. If the patient has only few symptoms, this combination may be efficient, however in
multiple problem, the flow of history taking and the examination may be disrupted.
Standard series of review of system question including the organ and system below:
general
skin
head, eyes, ears, nose, throat (HEENT)
neck
breast
respiratory
cardiovascular
gastrointestinal
peripheral vascular
urinary
genital
muskuloskeletal
psychiatric
neurologic
hematologic
endocrine
As you gain experience, the yes and no question at the end of the interview will take only
several minutes.

Dentistry 2017
Lecture 4:
PENGANTAR KOMUNIKASI DI BIDANG KEDOKTERAN GIGI
Drg. Ni Kadek Fiora Rena Pertiwi, M. Biomed
Dalam profesi kedokteran, komunikasi dokter-pasien merupakan salah satu kompetensi yang harus
dikuasai dokter gigi. Kompetensi komunikasi menentukan keberhasilan dalam membantu penyelesaian
masalah kesehatan pasien. Selama ini kompetensi komunikasi dapat dikatakan terabaikan, baik dalam
pendidikan maupun dalam praktik kedokteran gigi. Di Indonesia, sebagian dokter merasa tidak mempunyai
waktu yang cukup untuk berbincang-bincang dengan pasiennya, sehingga hanya bertanya seperlunya.
Akibatnya, dokter bisa saja tidak mendapatkan keterangan yang cukup untuk menegakkan
diagnosis dan menentukan perencanaan dan tindakan lebih lanjut. Dari sisi pasien, umumnya pasien merasa
dalam posisi lebih rendah di hadapan dokter (superior-inferior ), sehingga takut bertanya dan bercerita atau
hanya menjawab sesuai pertanyaan dokter saja. Tidak mudah bagi dokter untuk menggali keterangan dari
pasien karena memang tidak bisa diperoleh begitu saja. Perlu dibangun hubungan saling percaya yang
dilandasi keterbukaan, kejujuran dan pengertian akan kebutuhan, harapan, maupun kepentingan masing-
masing. Dengan terbangunnya hubungan saling percaya, pasien akan memberikan keterangan yang benar
dan lengkap sehingga dapat membantu dokter dalam mendiagnosis penyakit pasien secara baik dan memberi
obat yang tepat bagi pasien. Komunikasi yang baik dan berlangsung dalam kedudukan setara (tidak superior-
inferior ) sangat diperlukan agar pasien mau/dapat menceritakan sakit/keluhan yang dialaminya secara jujur
dan jelas. Komunikasi efektif mampu mempengaruhi emosi pasien dalam pengambilan keputusan tentang
rencana tindakan selanjutnya, sedangkan komunikasi tidak efektif akan mengundang masalah
Lecture 5: Communication with patient from

different cultural backgrounds
Dr. dr. Diah Pradnya Paramita Duarsa
It is important to allow the patient to explain their cultural backgrounds, values, beliefs and
expectations when these may be relevant to the consultation. Heightened awareness of the
cultural issues can help you make a more accurate assessment of the patient's behavior,
improve your professional relationship with the patient, and decide proper treatment.
The doctor needs to accept other people's cultural and racial ideas as different, but
equally important. Important issues can be overlooked if either the doctor or the patient fear
misunderstanding and rejection of cultural values.
The patients may be part of a particular culture, but they will have adopted some
aspects of it and rejected others. The doctor must carefully assess each patient's individual
and cultural needs before deciding on an appropriate treatment.

Dentistry 2017
Matching patient and doctor according to race or culture is not always helpful.
Lecture 6: Specific communication

approach in psychiatry
Dr. Lely Setyawati

To be an effective clinician in any field, a physician must understand both the
science and the art of medicine. With all of the technological advances in medicine,
successful care giving still relies on the very basic, and deceptively simple, relationship
between doctor and patient. Such relationship cannot be achieved without good
communication between practitioner and patient and may not matter how sophisticated
the available treatments are.
In one survey of 700 patients, patients substantially agreed that many physicians do
not have the time or inclination to listen and consider their feelings, that physicians do
not have enough knowledge of the emotional problems and socioeconomic background
of their families, and that physicians increase their fear by giving explanations in
technical language.
Lecture 7: Specific communication

approach patient with sexual problem
dr. Hariyasa Sanjaya
Effective communication is the key to successful provision of health services to

patients. Communication involved verbal communication, physical contact as well as
emotion presentation and impression. Good communication will result in trust of the patients
and this will make it easier for the doctors to explore the patients history, do physical
examination etc to reach appropriate diagnosis. In many instances, patients go to the doctor
to discuss sexual problem or suffered from a sexual-related disease. Discussing about
sexual problem is not easy to some patient. Special skills are required for soliciting a sexual
history from a patient. Basically and ethically, no discrimination should be made in health
services provision, but in to some extent exception is given to female patients. Obstetric and
gynecologic patients are women, and thus should be treated differently. Women are unique
in the sense that they have special characteristics and behaviors needing special
approaches when dealing with them. Commonly all patients will expect respect, courtesy
and privacy assurance from the doctors.
The following are conditions in female patients that should be considered by doctors
before taking history, doing physical examination and giving treatment. In the eastern
culture, women are more shy, more closed and tend to have sensitive feeling
There are common assumptions and misconceptions about sexuality.
In the eastern culture women are more shy, more closed and tend to have sensitive
feeling
Most women do not tolerate harsh or rude approach, so these should be avoided in
obstetrics and gynecology, in which examination is focused on the genital organ that is
most sensitive for women
Pelvic examination tends to often cause hurt or pain sensation
In examining pregnant woman, it should be taken into account that there is also a fetus
as the second patient

Dentistry 2017
In certain condition, the complaints of the female patients may be expressed by body
language and therefore the doctor should be able to catch the signals.
The examination room should be organized to fulfill the standard requirements for
examining women (closed or semi-closed to maintain privacy)
Lecture 8: Skills in communicating with patients:

Explanation and planning, Closing the session
Dr. Ratnayanti
At some point, perhaps in the same interview or perhaps in a subsequent one, there will be
a need to explain and discuss with the patient what has been found and what investigations
and treatment are planned. It is important to remember that most treatment involves the
cooperation of the patient. The way by which the information is given has been shown in a
number of studies to have a major effect on the patient care. Certain skills are involved in
giving information which doctor may not be aware of. Firstly, more is needed than simply
telling what is wrong and what should be done. Secondly, it is often wrong to assume that
patients are not capable of understanding explanation of their medical problem because of
lack of knowledge. Thirdly, it is wrong to assume that patient will become anxious if the
details of their problem and its management are explained to them. There is considerable
evidence now that the majority of patients want to know what is wrong with them even if the
news is not good.
Before giving information, try to find out what the patient already knows about his/her
problem and its possible treatment. Give important information first using short words or
short sentences and the information must be specific. Finally at the end of interview, ask the
patient to summarize what has been agreed.
Lecture 9 : komunikasi pada pasien anak

psikologi
Lecture 10: Penulisan surat, catatan, dan konsultasi antar bidang

keilmuan
Drg. Desak Ari Susanti, M. Kes

Dentistry 2017
Penulisan surat rujukan atau konsultasi adalah bagian yang penting dalam
penatalaksanaan pasien oleh seorang dokter/dokter gigi yang legal. Untuk dapat menulis
surat rujukan/ konsultasi seorang dokter gigi harus teregistrasi, tersertifikasi, dan memiliki
Surat Ijin praktek. Surat konsul dan rujukan merupakan komponen medikolegal yang harus
disertakan sebagai arsip dalam rekam medik pasien. Arsip ini dapat digunakan sebagai bahan
bukti dalam perkara hokum yang berhubungan dengan ketepatan tindakan penatalaksanaan
pasien. Hindari penggunaan tinta korektor (tipp-ex) dalam penulisan rujukan/konsul, karena
dapat diasosiasikan dengan upaya pemalsuan data. Bagaimana penulisan surat
rujukan/konsul akan dibahas dalam topic perkuliahan ini. Pemahaman ini sangat dibutuhkan
bagi seorang calon dokter gigi. Terdapat beberapa jenis surat rujukan tergantung pada tujuan
seperti rujukan pasien, specimen,rujukan untuk meminta perawatan dan lain- lain
Kuliah 11. PRESENTASI DAN DISKUSI ILMIAH
Drg. Luh Wayan Ayu Rahaswanti, Sp. KGA
Presentasi ilmiah yang baik tidak hanya mampu menggambarkan penelitian atau
kerja ilmiah yang dilakukan, namun juga mampu menggambarkan kontribusi peneliti selaku
nara sumber presentasi dalam penelitian atau kerja ilmiah yang dilaporkan.
Manfaat utama dari presentasi ilmiah adalah dapat menjadi wahana untuk berdiskusi secara
langsung antara narasumber dengan pemirsa mengenai topik yang disajikan dan memberi
penekanan terhadap pikiran utama dari penelitian yang dilaporkan. Selain itu, presentasi
ilmiah juga dapat menjadi media bagi narasumber untuk mengamati reaksi pemirsa dan
memberi penjelasan secara langsung saat diskusi.
Kerugian dari presentasi ilmiah adalah narasumber tidak dapat melakukan revisi
secara langsung pada media presentasinya dan hanya memiliki kesempatan untuk
menyampaikan hal yang benar saat presentasi saja. Selain itu, pemirsa juga tidak punya
waktu untuk merujuk pada referensi yang mendasari penelitian atau kerja ilmiah yang
dipresentasikan karena pemirsa harus mengikuti durasi presentasi dari narasumber.
Keberhasilan suatu presentasi tergantung dari kemampuan narasumber untuk menyampaikan
presentasinya dengan baik.
LEARNING TASK
Buat sebuah presentasi singkat (2-3 slides) mengenai patofisiologi karies kemudian
presentasikan saat pleno!
Kuliah 12: Komunikasi dalam Promosi

Kesehatan Gigi dan Mulut
Drg. I.G.A Ari Widiastuti
Dentistry 2017
Promosi kesehatan atau pendidikan kesehatan merupakan cabang dari ilmu kesehatan
yang bergerak bukan hanya dalam proses penyadaran masyarakat, pemberian dan
peningkatan pengetahuan masyarakat tentang tentang kesehatan semata, akan tetapi di
dalamnya terdapat usaha untuk memfasilitasi dalam rangka perubahan perilaku masyarakat.
Keberhasilan program promosi kesehatan gigi dan mulut salah satunya adalah alat bantu dan
media-media promosi kesehatan. Media dan alat peraga memegang peranan penting dalam
kegiatan promosi kesehatan gigi dan mulut. Alat peraga dan media yang tepat akan
membantu dalam melakukan penyuluhan, agar pesan-pesan kesehatan dapat disampaikan
lebih jelas, sehingga masyarakat sasaran dapat menerima dan mengerti pesan orang tersebut
dengan jelas.
Lecture 13 : Breaking Bad News to the Patient and Family
Prof. Dr. dr. Tjakra W Manuaba
In the practice of medicine, breaking bad news is often inevitable. Good patients cure or
successful surgery on a benign tumor does not pose any problem to tell the patient or
family, but to tell a patient that he/she has cancer or incurable disease is not easy. The
patients expectation and the doctors finding of the disease may not always agree with each
other, and on many occasions they may be contradictive. It is in such a difficult situation that
the doctor most needs to communicate effectively and sensitively with the patient to reach
similar understanding of the disease the patient suffers, and that they have to work together
to deal with the problem. The need to build good doctor-patient relationship on one hand
and the evidence of the disease on the other hand shape the main outcome of the doctor-
patient communication. It may not be sufficient to have the relationship based on equality or
partnership alone. In the case of Post Traumatic Stress Disorder (PTSD), in which
psychological disorder develops in the patient/ family or even the doctor, the communication
outcome of both sides may be decreased significantly.
Most studies on communication concerning imparting bad news have been focused on
how the patients or their families should cope with the particular bad news, but not on the
process or techniques of doctors on how to break the bad news. To some doctors who
are gifted with good personality and stable emotion, communication is natural, but to most
other doctors effective communication has to be taught and practiced continuously.
Communication skills, therefore, must be taught in all levels of medical training.
To break bad news properly needs several stages, starting with conditioning and
building a good rapport with the patient and family. This communication must involve
honesty, truth, empathy & sympathy, openness, collaboration to be effective and sensitive.
To break bad news the doctor should plan and summarize the news to convey. Doctors
have to set the un-interrupted agenda in a good physical atmosphere (privacy, comforting
room) and tell the patient or family the truth in an easy language. How much the patient or
the family should know is another thing to consider and plan. Who should be told first, the
patient, the spouse, or the family? Although medicine is universal and crosses beyond
cultural boundaries, different medical cultures do exist and the proper way of how doctors
should impart the bad news is different from culture to culture. On observing the human
rights, it is the patient who should know the news first before others. Telling bad news
should be direct, but the doctor must be able to consider the verbal and non verbal
reactions of the patient and family, and judge how much to tell at one session to avoid

Dentistry 2017
violation or medical law sue. Telling bad news indirectly or postponing it might create a
bigger problem later on.
The quality of patient doctor or patient therapist relationship is crucial to the practice
of medicine. The capacity to develop an effective relationship requires a solid
appreciation of the complexities of human behavior and a rigorous education in the
techniques of talking and listening to people. To diagnose, manage, and treat an ill
person, doctors and therapists must learn to listen. They need the skills of active
listening, which means listening both to what they and the patient are saying and to the
undercurrents of the unspoken feelings between them.
An effective relationship is characterized by good rapport. Rapport is the
spontaneous, conscious feeling of harmonious responsiveness that promotes the
development of a constructive therapeutic alliance. It implies an understanding and trust
between the doctor and the patient. Frequently, the doctor is the only person to whom
the patients can talk about things that they cannot tell anyone else. Most patients trust
their doctors to keep secrets, and this confidence must not be betrayed. Patients who
feel that someone knows them, understands them, and accepts them find that a source
of strength. In his essay, Caring for the Patient, Francis Peabody, M.D. (1881-1927), a
talented teacher and clinician, wrote: The good physician knows his patients through
and through, and his knowledge is bought dearly. Time, sympathy, and understanding
must be lavishly dispensed, but the reward is to be found in that personal bond which
forms the greatest satisfaction of the practice of medicine. One of the essential qualities
of the clinician is interest in humanity, for the secret of the care of the patient is in caring
for the patient.
Different patient types and special situations are discussed in this topic, for example
how we communicate and show empathy to a sad or weeping patients, silent, quite,
angry, aggression, and dispute each others.
LEARNING TASKS

Dentistry 2017
Day 1
Basic concepts of communication
with patient and family
Prof. Dr. dr. Tjakra W Manuaba

Case:
Dr Made is a 54-year-old experienced orthopedic surgeon. He is regarded by his colleagues
as having excellent technical skills. For most of his 20-year career, he has been rewarded
for his successful surgical outcomes and high productivity. Surprisingly, his patients
satisfaction score is not as highly as he has assumed so far. More recently, he has been told
to improve his patient satisfaction scores and too many of his patients complained and said
that he is too much in a rush, businesslike, and doesnt listen to his patients.
Learning Task:
1. In your opinion, what has caused the low patients satisfaction regardless of
dr. Mades excellent expertise?
2. What are the purposes of communicating in general? How do you relate
them with the context of doctor-patient interview?
3. In your opinion, is it necessary or not necessary to study communication
skills in your medical education? Explain your answer clearly!
4. What is the most suitable seating arrangement for a doctor-patient interview?
Explain why.
5. It is said that to have a good beginning of the interview with patient will give a
profound effect on the good outcome of the interview. How do you make such a good
beginning of the interview?
6. Why do you use open questions in most part, especially at the beginning, of
the interview with the patient? Give examples of open questions!
7. Discuss about all the key elements of listening skills and give examples of
various ways to prove that you are listening attentatively to your patient!
8. Explain about the most important things to do at the beginning, main part,
and end of the interview with the patent!
9. How can family of the patient help in the diagnosis and care of the patients
problem?
Day 2
Basic concepts of history
School of Dentistry Faculty of Medicine Udayana
taking University 24
Dentistry 2017
Dr Ratna Saraswati
1. When performing history taking of your patient, how would you determine the scope
of your question?
2. What kind of relevant personal data that you need to identify your patient at the first
time?
3. Give examples of chief complaint (try to have different one for each student)
4. Identify the information that you need to ask from your patient, regarding:
a. the present illness
b. the patient past history
c. the family history
d. the personal and social history
Day 3
Review of The Systems
Dr Ratna Saraswati
1. List some problem that you need to ask while reviewing of each system below:
a. general
b. skin
c. head, eyes, ears, nose, throat (HEENT)
d. neck
e. breast
f. respiratory
g. cardiovascular
h. gastrointestinal
i. peripheral vascular
j. urinary
k. genital
l. muskuloskeletal
m. psychiatric
n. neurologic
o. hematologic
p. endocrine
2. Formulate some question asking the listed above problem.
Day 4
Skills in communicating with
patients: Initiating the session
and Gathering Information 25
School of Dentistry Faculty of Medicine Udayana University
Dentistry 2017
Dr. Adiartha Griadhi
dr. Adiartha Griadhi

Scenario
Wawan, a medical student, just returned home from a private doctor because he had a bad
cold since yesterday. This was his first visit to that doctor, because he had just moved to
Denpasar 1 week ago. Having been arrived at home, he wondered about few things
happened during his consultation with the doctor. He had doubt about who really was the
doctor. In the sign it said that it was dr. Bambang practice, but the name in the doctor id tag
is dr. Krisna. At that time he felt hesitate to ask, because the doctor only smiled a little and
looked rush. Once in a while, the doctor looked at his watch and checked his cell phone.
The doctor also did not greet and seemed to be distracted while examining him. He
expected he could get better medical service than he had got earlier.
Learnig Task :
1. Mention the steps in anamnesis! In the scenario, which step is not properly carried
out by the doctor? Explain!
2. In the Initiating the Session there are several components should be done. Mention
those components!
3. Give example of expression used in each of the components in question number 2!
Scenario
Wawan then visited another doctor two days later because his complaint was not relieved.
He went to dr. Sagita which practice about 2 blocks away from the first doctor. The doctor
was friendly and appealing. The consultation also went well. But unfortunately she
dominated the conversation. Several times Wawan wanted to explain his complaint in detail,
but he hardly had chance to speak or cut the doctors words. He was sprayed with
questions by the doctor such as what is the problem? Since when? Is he has stuffy nose?
Did he take any medication? And other questions. Everything was asked so quickly and he
felt just like filling out a questionnaire.
Learning Task
1. In above scenario which step is not properly carried out by the doctor?
2. In gathering information there are several components should be done. Mention
those components!
3. Give example of expression of each component in gathering information!
4. In gathering information section, there are several key steps which differentiate
patient centered interview with doctor centered interview consultation. Mention the
key steps!
ROLE PLAY
General Instruction
1) Prepare the role play session; the role play is preferable in Bahasa. One student
play as the doctor, the other as a patient and an observer. Use the scenario or case
provided for this role play session. The tutor will observe the role play.
a. The doctor have to initiate the session
b. The observer and tutor observe and prepare the feedback based on Calgary
Cambridge Observation Guide (CCOG).
2) After the role play :
a. The doctor should make a self reflection on their own performance

Dentistry 2017
b. The patient, observer, and facilitator then give their constructive feedback on
the doctor performance.
c. The tutor will write down the feedback given on Worksheet.
3) Then switch the role for the next role play session. Each student should be
experienced as the doctor in this role play session.
Role Play : Initiating The Session

In this opening we make our first impression, begin to establish rapport and attempt to
identify the problems that the patient wishes to discuss. Doctors tend to underestimate the
potential and opportunities of these brief first minutes. The objectives of this first step are to
establish a good relationship and identify as far as possible the problems that the patient
has come to discuss. But research evidence showed that almost half of the patient
complaint was not elicit, and doctors frequently interrupt patient opening statement so soon,
and in half of visits, patient and doctor did not agreed on the nature of the problems
presented. There are three individual skills identified for this step, such as preparation,
establishing initial rapport, and identifying the reason (s) for the consultation. Each skill will
consist of a new phrases or such behaviour so we should be familiarized with those things.
Scenario
You are a clerk in the internal medicine outpatient clinic of Sanglah Hospital. You are under
dr. Bambang, Sp.PD supervision and your duty is to record the history taking and physical
examination result in the outpatient clinic. Today, you are asked to help taking history
because there are plenty of patients come to the clinic. The Patient is a man complaining
fever since three days ago. The fever is high and has not been decreasing ever since.
Based on the job description, you should do the history taking and then report to your
supervisor.
Role Play : Gathering Information

Clinical studies have shown that the history contributes 60 80 % of the data for diagnosis.
The story alone was sufficient to make the diagnosis in 66 of 80 patients. Yet the way that
many doctors have been taught to take a history in medical school can lead to inaccuracy
and inefficiency. Traditional questioning methods do not encourage comprehensive history
taking, it concentrated on pathological disease at the expense of understanding the highly
individual needs of each patient.
Research have shown this approach discourage patient to tell their story or voicing their
concern. Unfortunately, the traditional method of history taking is so firmly established in
medical practice that it is easy to assume that it is the correct approach. This approach only
concentrated on the individual parts of the body that are malfunctioning and is honed this
process down to a cellular and now molecular level. The patients individual concerns are
brushed aside to support the function of their organ. It doesnt try to understand the
meaning of the illness for the patient or place it in the context of his life or his family.
Subjective matters such as beliefs, anxieties, and concern are not the remit of traditional
approach. Recently, the students are taught to concentrate only on the underlying disease
mechanism and thereby avoid the patients perception and feelings.
The disease illness model is a new approach in medical interview, developed by
McWhinney in 1989. He also called this approach as transformed clinical methods, to
replace traditional method of history taking. This model encourages doctors to consider both
the doctors and the patients perspectives and agenda in each interview. It also provides a
practical way of using patient centered interview in everyday clinical practice. Research has
shown that this approach gives several advantages. It proved that discovering patients
perspective can aid diagnosis and make more effective and efficient interviews, it might
become groundwork for explanation and planning.

Dentistry 2017
Scenario
This week you are assigned in Wangaya Hospital for one week and your task is to examine
patients with persistent coughing and suspected to suffer tuberculosis (TBC). You are asked
to examine one patient in the outpatient clinic. The patient is a 60 year-old man. He can not
speak Bahasa very well, he is more fluent in speaking Balinese language. He complains
about persistent coughing with pleghm and sometimes the pleghm is mixed with blood. His
general appearance shows that he comes from lower social economic class.
Day 5
patients: Building relationship
Dr. Mangku Karmaya

Cases:
1. Good afternoon Doc. Good afternoon Mam, answered a doctor to his patient. The
patient was a little bit impressed by the neat, good looking doctor. More over, when
the doctor smiled to her, it almost made her forgot about her illness, a lump on her
right breast. Checked on his watch once in a while, the doctor asked the patient;
Please sit down. Is there anything i can do for you?. After she comfortly sat, the
doctor continued; Please mam, you can tell me all your complaint and i will write it
all down!. Then the patient began to talk, she told everything about her illness and it
went quiet fluent. The doctor looked so punctilious, wrote down every single word
said by his patient. Once in a while he looked at his watch and then looked back to
her, but still, kept his smile on. Are you finish? Is there anything else? If not, im
going check on few things. Would you lay on the examination bed, please!
2. After the examination, the doctor and patient sat back to their sit. How is it doc? How
is my condition? The doctor kept silent for a while. He frowned his forehead and laid
his head back then took a deep breath. He took a very thick book and opened the
page in a hurry.........
3. At the end, the doctor wrote a prescription. He still checked his watch once in while.
Mam, dont worry about it. Here is the prescription, you can get the drug at the
pharmacy. Take it as instructed. If something happen regarding your illness, you can
contact me at this phone number. Said the doctor while giving his bussinesscard....
Questions:
1. What are your impressions in general to situation (1), (2) and(3)?
2. Try to criticize thoroughly about:
a. non-verbal communication and its meaning in those situations
b. the accepting response of the doctor to his patient
c. the empathy of the doctor
d. the doctors support
e. the involvement of the patient
ROLE PLAY : BUILDING RELATIONSHIP
Building the relationship runs in parallel to the other task of the interview. This task is easily
taken for granted or forgotten, but this task is an essential means of achieving all three

Dentistry 2017
goals of medical communication: accuracy, efficiency and supportiveness. Relationship
building enables the patients to tell their story and explain their own concerns, it also
promote adherence and helps prevent misunderstanding and conflict. Forging a relationship
with the patient is central to the success of every consultation whatever the context.
Patients wish their doctor to be competent and knowledgeable but also they need to be able
to relate to their doctor, to feel understood and to be supported through adversity.
There are reports of patient dissatisfaction with the doctor-patient relationship. Many articles
in the media comment on doctors lack of understanding of the patient as a person with
individual concern and wishes. Relationship problems have featured highly as predictors of
poor outcome and identified as one of the most important variable related to poor level of
patient satisfaction and compliance. Individual skills for building the relationship are skills in
nonverbal communication; developing rapport, such as accepting response, empathy,
sensitivity, support; and involving the patient, such as sharing of thought, and providing
rationale.
Scenario
You are now working in a private foundation that serves the high risk population for
HIV/AIDS, especially the injection drug users. Your job is to take history and give
explanation about the disease. Today, a 27 year-old male patient comes. He had been
tested for the HIV and now brings his laboratory result. Now you are given the test result
and ought to explain the test result to the patient. Please do a role play to explain the
laboratory result to the patient which stated that he is infected by the HIV.
Day 6
patients: Explanation and planning,
Closing the session
Dr. Ratnayanti
Learning Task
Case
A male patient, Gede, 58 yo complained of flank pain and nausea. After the clinical
radiography and laboratory investigation he was found to suffer from hydronephrosis due to
ureter stone. The doctor also suspected he had hepatoma (liver malignancy). At that
moment the doctor only gave supportive therapy and suggest further investigation for
hepatoma; The doctor also planned a surgical procedure to remove the stone if the
condition of patient permitted. The patient complained mostly about the flank pain and
wished to get the surgery to be done as soon as possible. But, after several weeks the
surgery had not been scheduled, in the mean time, patient condition was getting worse. The
patients family then complained to the doctor and hospital because they think the patient is
neglected for not being scheduled for the surgery. They suspected the doctor/hospital treat
them so because they were supported by government health insurance for poor people and
unable to pay for the expensive procedure.
1. Please discuss about the reason of patient and family dissatisfaction to the
doctor/hospital service regardless administration and facilities aspect!
2. Please discuss about the use of medical term during explanation and planning to the
patient and family!

Dentistry 2017
3. Please discuss about the role of doctor and patient/family for in healthcare decision
making!
4. Please discuss about the principles in giving informed consent!
Case
Kocong, 15 yo boy, had been referred to the central public hospital with Steven Johnson
Syndrome. He developed painful, massive bulae all over his skin after injection of antibiotic
by a doctor in the private practice. The parents of the boy planned to sue the doctor
because they believed there was malpractice in his son case.
5. What did the doctor missed to do during the management of the patient on the case
above?
6. Please discuss and give example of contracting in closing the session part of
anamnesis.
ROLE PLAY : GIVING INFORMATION AND EXPLANATION; CLOSING THE SESSION

Many of teaching programs tend to neglect or underplay this vital stage of consultation.
They usually concentrate on the first half of the interview, gathering information stage. Yet
explanation and planning are of utmost importance to a successful consultation. There is a
little point in being able to discover what the patient wishes to discuss, in taking a good
history and in being highly knowledgeable if you cannot make a joint management plan that
the patient understands, feel comfortable with and is prepared to adhere to. If the first half
of the consultation represents the foundations of medical communication, explanation and
planning is the roof.
It demonstrated that internist devoted little more than one minutes on average to the task of
information giving in interviews lasting than 20 minutes and over-estimated the amount of
time that they spent on this task by factor of nine. Study in British general practice, showed
that patient placed the highest value on information about diagnosis, prognosis and
causation of their condition. Doctors, however, greatly underestimated their patients desire
for information about prognosis and causation and overestimated their desire for information
concerning treatment and drug therapy. Patients individual information needs were not
elicited. Many studies show that doctors usually use language that patients do not
understand. It is clear that patient do not recall all difficult information, they only recall 50
60 % of information given by the doctors.
In the beginning of communication skills program, student should focus on several aspects
of explanation and planning. These aspects are giving explanation at appropriate time;
organize explanation; appropriate language; checking patients understanding of information
given.
After all we come to the end part, closing the session. Summarizing the session briefly and
clarifying the plan can act as a highly valuable facilitative tool for the doctor and patient.
Summarizing is an important aid to accuracy and hence to adherence. Remember always to
leave space for the patient to make correction or addition. The doctors should give end
summary, summarize session briefly and clarifies plan of care; and contracting, contract with
patient the next steps for the patient and physician.
Scenario
Today, you are substituting dr. Romeo in a private clinic in Jalan Sudirman. A patient comes
to the clinic in the afternoon. He is a 45 year-old man and he complains about head ache.
He feels headache most of the time and it feels like he carries a heavy burden on his
shoulder. And today he felt very weak and almost fainted, so then his wife forced him to go

Dentistry 2017
the doctor. Usually the headache was relieved by resting, but these days it is getting
heavier. The mans weight is 100 kilograms, with only 175 cm tall. He likes to eat junk food
and barely exercise. From the examination you find his blood pressure is 180/100 and the
man has hypertension.
Day 7
Breaking bad news to patient and
family
Prof Dr Tjakra W Manuaba
1. How do you plan and summarize before telling the bad news to the patient?
2. How do you judge the verbal and non-verbal cues of the patient and family when
being told about the bad news?
3. How do you maintain your professional authority while breaking the bad news?
4. How does PTSD influence ones reaction to bad news?
5. Please discuss how should you deliver bad news in the cases below!
ROLE PLAY: BREAKING BAD NEWS

Case
1. You are working in the heart centre of the internal medicine outpatient clinic of Sanglah
Hospital. You work under dr. Ananda, Sp.JP supervision. You have to manage a patient
that are revisiting for the second time. In the previous visit he had chest pain and was
suspected to have coronary artery disease and had been asked to take some
investigation. Today, the test result is done and he is diagnosed with coronary artery
disease. Now, you should perform re-interview to the patient and deliver the news that
he is suffered from coronary artery disease by applying the principle in breaking bad
news.
2. A male patient with abdominal blunt injury & internal bleeding was immediately
operated at the emergency room. During surgery massive retroperitoneal bleeding was
found and several efforts were done to stop bleeding. Unfortunately the patient died on
the operating table. As a doctor you have to tell the wife and the family about the
happening in the operating room. Your task is to discuss how to tell the wife & family
about this bad news.
3. A female patient who is the wife of an Australian expatriate had a bad car accident while
driving. She got liver rupture and had been operated. On the second day post op, the
monitoring drain showed there was a new active bleeding and required the patient to be
re-operated. Your task is to tell the husband (who is well-educated) about her condition.
He (the husband) asked you a lot of questions about all possibilities that could happen
to his wife. He had been obtaining information from the internet (information seeker).
4. A young 17-year-old boy suffered from severe head injury due to a traffic accident. He
was in coma and supported by a ventilator. After 48 hours of intensive surveillance, his
condition deteriorated and subsequently was confirmed as brain stem death. Your task

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is to tell the parents about their sons condition and about your decision to remove the
ventilator support.
Day 8
Basic Clinical Skill
Role Play
ROLE PLAY: COMPREHENSIVE AND BREAKING BAD NEWS

Please choose any case in student project 2 as the scenario for comprehensive role playing
and breaking bad news. You may improvise about the detail of the scenario for each case.
Please ask your facilitator to evaluate and give mark on your student workbook. You have
plenty of time during the day to rehearse and perform the role playing in front the facilitator.
Manage your time well and hopefully the purpose of this practice will help you to improve
your doctor patient communication skill.
Day 9
Communication with patient
from different cultural
backgrounds
Dr. dr. Diah Pradnya Paramita D
Case 1
So you are Mr. ? Did I pronounce that properly?
How do you prefer to be addressed?
Question: How do you prepare yourself to address the issue in those questions?
Case 2
I need to ask you some questions about your health. I'll go through them, and I would like you
to answer 'Yes' or 'No' to the questions. Afterwards, we can discuss how you are doing with
the treatment and if you have any worries or questions.
Question: Do you think this type of interview is appropriate for common patients from Asian
society? Explain your answer!
Case 3

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During the fasting month of Ramadhan, a diabetic moslem patient has been on medication
with oral anti-diabetic (morning and afternoon doses). The patient follows the daily fasting
and asks if the medication can be postponed until the fasting time has ended.
Question: As a doctor who takes this religious practice into account, how do you respond to
the patients request? Explain your arguments!
Case 4
In an emergency situation, a patient from a strict religious sect refused to receive blood
transfusion.
Question: As the doctor in charge of the Emergency Room, how do you respond to this
patients attitude? Explain your reasons!
Case 5
Doctor: I'm sorry that your daughter has to be examined by a man, but I'm afraid I am the
only doctor on duty tonight. I think she needs to be seen straight away since she is in bad
pain, so I shall have to examine her myself. I really think we have no choice at this stage. If
possible, we can try to arrange for a female doctor to follow-up, if that is necessary.
Question: What seems to be the doctors concern related to the cultural aspects of this
patient that made the doctor use the above expressions? Explain your answer!
Case 6
In a particular case, you may need an interpreter because your patient has little knowledge
of English, and it can be a relief for the patient to speak in their native language. Moreover,
an interpreter from the patient's own culture can identify the crucial issues and give comfort
and support.
Question: What problems may arise in using interpreters? Please explain.
Day 10
Communication approach with
in psychiatry
Dr. Lely Setyawati
1. Describe the communication approach to interview a weeping patient?

2. Describe the communication strategy in interviewing a silent / quite patient?
3. How can we establish a good rapport while interviewing an angry patient?
4. How can we communicate and establish a good rapport with an aggressive patient?
5. How can we manage a dispute patient in front of you in your room?
Day 11
Specific communication
approach to obstetric patient

Dentistry 2017
Dr Hariyasa Sanjaya
The students should discuss on how to deal with the patient in each of following
situations:
Situation 1:
A woman with nine months old pregnancy with complaint of having pains since the
last four hours and already discharging a bloody show (blood and mucus from her vagina).
In brief, the mother is in the process of giving birth to a baby.
Task:
What should be your communication approach in situation above?
Situation 2:
A fourteen-year-old-girl complains of having been raped by her senior fellow
students in the schools rest room. She is suffered from pain because of some chafed and
bruised thigh, the sign of past violence.
Task:
How is your communication approach (examination scenario) in situation above?
Situation 3:
A female student is suspected to have benign ovary tumor. She is extremely worried
about the possibility of having cancer.
Task:
How should be your examination scenario and approach in situation above?
Situation 4:
A sixty-year-old woman apparently having prolapsed uterus.
Task:
How should you deal or approach in situation above?
Situation 5:
A fifteen-year-old girl admitting never had sexual intercourse but obviuosly found to
be three months pregnant.
Task:
How should be your communication approach?
Situation 6:
A female patient with complaints suggestive of sexual transmitted disease.
Task:
How should be your communication approach in above situation?
Situation 7:
A girl presenting with hematome of her labia majora because of falling in a motor
bike accident.
Task:
How should be your approach in above situation?

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Situation 8:
A man was depressed since he complained chronic sexual impotence.
Task:
How should your communication approach in above situation?
Day 12
Communication with pediatric
patient and parent
Dr Siadi Purniti
Task 1: Talking With Parent (s)
A mother from a village, not having finished Elementary School, brings her 6-month-
old baby to the Pediatric Outpatient Clinic of Sanglah Hospital, with a referral letter
from a Puskesmas (Public Health Center) doctor. The mother does not understand
why the baby is being referred to Sanglah Hospital. The doctor of the Puskesmas
only stated that the baby is suffering from Congenital Heart Disease.
The students task
Please discuss in the small group how the doctor in the Puskesmas should ideally
have explained to the patients mother about the disease and the reasons to refer
the patient to Sanglah Hospital.
Task 2: Talking With Children
A mother brings her 15 year-old daughter to the Pediatrics Outpatient Clinic in

Sanglah Hospital, with the main complaint of her daughters never getting
menstruation. The mother is worried because most of her daughters friends of the
same age have already got menstruation.
Please discuss in the small group how to take history from the patient above.
Day 13
Writing letters, notes, and CV
Dr. Yuliana

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1. Differentiate the formal/business letter and private letter.

2. Give one example of formal/business letter and private letter
3. What the letter-ending if you begin the letter with Dear Sir / Madam?
Day 14
Basic concepts of scientific
writing 1
Prof Dr Raka Widiana
Instruction
Scan the word list, and underline the words unfamiliar to you. Discuss the unfamiliar words
with your peers and group, and find out their real meaning (s).
1 Accept 47 Face 93 Otherwise 139 Stuff

2 Account 48 Fail 94 Paradigm 140 Suffer
3 Actually 49 Figure 95 Perfect 141 Supply
4 Against 50 Force 96 Period 142 Suppose
5 Agree 51 Former 97 Piece 143 Surround
6 Aid 52 Front 98 Population 144 Survey
7 Allow 53 Future 99 Possibly 145 Survive
8 Although 54 General 100 Potential 146 Suspect
9 Announce 55 Happen 101 Prefer 147 Tend
10 Appear 56 Health 102 Prepare 148 Threaten
11 Attack 57 Hard 103 Present
12 Attempt 58 However 104 Prevent
13 Available 59 Idea 105 Previous
14 Based 60 Include 106 Principle
15 Believe 61 Increase 107 Private
16 Bite 62 Independent 108 Progress
17 Campaign 63 Information 109 Promote
18 Case 64 Issue 110 Proposal
19 Care 65 Join 111 Prospect
20 Chance 66 Labour 112 Protect
21 Charge 67 Lead 113 Prove
22 Claim 68 Least 114 Publish
23 Community 69 Leave 115 Purchase
24 Common 70 Long-term 116 Purpose
25 Complete 71 Mainly 117 Quality
26 Concern 72 Majority 118 Quarter
27 Consider 73 Maintain 119 Radical
28 Continue 74 Meanwhile 120 Source

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29 Control 75 Measure 121 Space
30 Create 76 Mention 122 Specific
31 Current 77 Minority 123 Speech
32 Deal 78 Model 124 Speed
33 Decade 79 Movement 125 Spirit
34 Demand 80 Nature 126 Split
35 Describe 81 Nearly 127 Spread
36 Design 82 Necessary 128 Square
37 Develop 83 Negotiate 129 Stable
38 Difficult 84 Neither 130 Stake
39 Drive 85 None 131 Statement
40 Effect 86 Notice 132 Statue
41 Effect 87 Obviously 133 Stick
42 Effort 88 Occasion 134 Straight
43 Event 89 Odd 135 Strange
44 Evidence 90 Opinion 136 Strategy
45 Expect 91 Order 137 Strength
46 Experience 92 Organize 138 Stress
Common Errors in English Usage

Part 1: General foundation
Instruction:
Identify and correct the common error(s) found in each the following statements.
1. He refused to accept responsibility for his acts
2. It was an action of courage to rescue the passengers involved in the train accident.
3. Few people are aware that an urgent action is needed.
4. I've applied a three-month course in computer studies
5. You will be always welcome.
6. Not many people mange to satisfy their ambitions.
7. If you have any question, ask the facilitator assigned to your group.
8. His skin is not as the skin of a young man.
9. I avoid to use the computer for personal letter.
10. My shoulders were hurt badly in the accident.
11. He is the best surgeon of the hospital.
12. I am a student in the faculty of medicine.
13. His father died 10 years ago of a lung cancer.
14. These children need a special care and attention.
15. I believe that in this circumstance students should be allowed to have a part-time
job.
16. The patient prefers classic music to pop.

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17. You should concern more about your health.
18. As a conclusion, I'd like to say that every student should be allowed to attend the
short English course if they want.
19. You should try to keep the computer in a good condition.
20. The newspaper's article is highly critical on the hospital's policy.
21. He has a custom coughing before he speaks.
22. I dare to say that the lecture is worth attending.
23. We'd like to discuss about what to do next.
24. Whenever I doubt about the meaning of a word, I look in my dictionary.
25. After the accident, I had to stay in hospital during three months.
26. We must all work together to protect the earth.
27. Aspirin is very effective to relieve pain.
28. Little effort has been done to solve the problem.
29. My doctor emphasized on the importance of taking the medicine for life.
30. There are no reliable evidences to suggest that his clinical condition is improving.
31. Except smoke and traffic fumes, there are several other types of pollution.
32. The problem of hunger has been existing for many decades.
33. I expect that you will be able to come to the hospital's meeting tomorrow.
34. They shouldn't be allowed to make these experiments.
35. I am extremely convinced that there will not be another rise of temperature.
36. The patient is waiting here to see the doctor for almost two hours.
37. Without additional qualifications, it will be impossible for me to go ahead in my
career.
38. Remember to call the duty nurse if you need a help.
39. I think the students will feel hopeless because they have already tried their best and
still failed.
40. The patient has been in hospital for the last five weeks.
41. In two days we'll be able to give further information of our final decision.
42. The level of air pollution can only be reduced by the introduction of new laws.
43. We had to request for more help.
44. We are doing a research into the causes of drug addiction.
45. The quality of doctor-patient relation is an important determinant in health care.
46. We felt terribly annoyed by his lack of sensibility
47. I'll phone you as soon as I'll arrive.
48. I was invited to make a speech on television.
49. The department of surgery has 50 staffs.
50. To tell you the truth, it's the most unsatisfactory job I've ever had.
51. Until now we have received over sixty applications for general health screening.

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52. Some smokers just throw their cigarette ends.
53. He didn't feel suitable to a career in medicine.
54. The second hospital was far luxurious than the first one.
55. If I drink coffee, I get headache.
56. I tried hardly to remember when I gave my first intravenous injection.
57. The patient always dreamed to visit her grandparents who live in Bangkok.
58. The patients get very boring with the same food every day.
59. I can assure that your name will be listed as one of the authors for the article.
60. I'd like to apologize to have caused you so much trouble.
Day 15
Presentation & discussion in
scientific meeting
Prof Dr Adiatmika
1. To discuss about necessary steps for preparing a good paper presentation

2. To discuss about the anatomy of scientific presentation
3. To discuss about the basic concepts of developing and using good audio visual aids
4. To discuss about expressions, language and phrases commonly used during paper
presentation, discussion and informal communication following a presentation by
completing the sample expressions or phrases as written in the reference with relevant
subject matter
5. Each student must speak (clearly and loudly) expressions mentioned in point 4 above.
Day 16
Basic concepts of scientific
writing 2

Dentistry 2017
Prof Dr Raka Widiana
Part 2: Specific Foundation

I. Exercise in Word Choice
Principles of word choice: Words used in academic or scientific writing should be
precise, simple, and necessary.
Instruction: Improve the word choice in following examples; it is not necessary to
change the sentence structure. If you are not sure of how to improve the word choice,
guess.
i. Renal blood flow was drastically compromised when the aorta was obstructed.
ii. With inhalation of amyl nitrate, lung compliance decreased
iii. The salicylates are rapidly absorbed with a peak plasma concentration within 2
hours.
iv. In isolated, perfused dog lungs, infusion of serotonin was associated with an
increase in microvascular pressure.
v. Blood samples were drawn from the 5 female and 3 male children at Yi, 1, 2, 3,
and 4 hours following the initiation of dialysis.
vi. Prostaglandins are known to enhance nociceptive responses and accordingly
indomethacin and aspirin have been shown to reduce pain.
vii. After 4 hours of hemodialysis, we abruptly ended the hemodialysis procedure.
viii. Oxygen uptake in response to drugs was examined and found to vary
considerably.
ix. Maximal coronary vasodilatation with carbochromen had other effects.
x. The cells were exposed to lipoprotein-deficient serum for 48 hours.
II. Words carelessly interchanged: Choose one of the words, within the parentheses
to make the best sense in the sentence, and indicate your choice by underlining it.
i. The response was blocked by phentolamine but was not (affected, effected) by
propranolol.
ii. The digoxin (amount, concentration, content, level) was increased from 0.5 to 2.5
mg/ml.
iii. Preganglionic stimulation (enhances, increases) norepinephrine release from
terminals within the superior cervical ganglion.
iv. Increased knowledge of cardiac muscle function has greatly (enhanced,
improved) our ability to detect and quantify disorders of myocardial contraction.
v. Treatment with methylprednisolone after the lesion is established significantly
(enhances, speeds) recovery.
vi. At frequent (intervals, periods) we measured pH, PO2, and PCO2 in arterial
blood, and during each (interval, period) of study we measured pulmonary blood
flow two or three times.
vii. We studied the responses of the following (parameters, variables): heart rate,
cardiac output, oxygen consumption, and systemic vascular resistance.
viii. Seventy-five percent nitrous oxide (represents, is) a sub-anesthetic
concentration in the dog.
III. Change the structure of the following sentences, so that the core message
becomes more explicit or direct.

Dentistry 2017
i. A progressive decrease in the death rate occurred.
ii. Evaporation of the ethanol from the mixture takes place rapidly.
iii. Measurements of blood pH were made with a Radiometer capillary electrode.
iv. Prolongation of life for uremic patients has been made possible by improved
conservative treatment and hemodialysis.
v. An abrupt increase in minute ventilation and respiratory frequency occurred in all
dogs as exercise began.
vi. The mutation causes an embryonic lethality.
vii. These agents exert their action by inhibition of synthesis of cholesterol by the
liver.
viii. This net difference in osmolarity causes a flux of water into the cerebrospinal
fluid, causing increased pressure.
ix. We made at least two analyses on each specimen.
IV. For the following 4 pairs of sentences, indicate your choice by putting a cross
(X) either on (A) or (B).
(A) These results are similar to the results of previous studies.
(B) These results are similar to previous studies.
(A) Pulse rate decreased by 40 beats/min, systolic blood pressure declined by 50

mmHg, and cardiac out fell by 18.
(B) Pulse rate decreased by 40 beats/min, systolic blood pressure by 50 mmHg, and
cardiac output by 18.
(A) Losses at 34 minutes were greater than those at 4 minutes.

(B) Loses were greater at 34 minutes than at 4 minutes.
(A) Activation-controlled relaxation in these membrane-deprived cells resembled that

in intact myocardium from frogs.
(B) Activation-controlled relaxation in these membrane-deprived cells resembled
intact myocardium from frogs.
V. Read the following paragraph carefully, and then do the following:

Identify the topic sentence (main idea or message) and all of the supporting
sentences.
States explicitly but very briefly the message in the topic sentence and in the
supporting sentences, by using the space available below.
Identify the type or structure of the paragraph (Is it an inductive or a deductive one?)
There are three different theories put forward for the very slow relaxation of catch
muscles of molluscs. One theory holds that catch is due to some unusual property of
myosin in these muscles that produces a slow rate of detachment. In this theory,
paramyosin would have no special role beyond that of providing the long scaffolding
on which the myosin is positioned as well as the mechanical strength for the large
tensions developed. The second theory holds that tension is developed by actin-
myosin interaction but is maintained by paramyosin interactions. Because the thick
filaments are of limited length, interaction would have to occur through fusion of thick
filaments. A third theory to which I subscribe, pictures a structural change in the

Dentistry 2017
paramyosin core affecting the rate of breaking ofmyosin-actin links at the filament
surface.
Brief message of
Topic sentence: .............................................................................................................
Supporting sentence 1:...................................................................................................
Supporting sentence 2: ..................................................................................................
Supporting sentence 3:...................................................................................................
This is a ................ paragraph. (Starting with ................................ followed by.............)
VI. Avoiding plagiarism

Plagiarism can be defined as the attempt to pass off the work of another as one's own.
The rules for avoiding plagiarism are: (1) cite all quoted materials and all summarized
and paraphrased material and (2) make sure that both the wording and the sentence
structure of your summaries and paraphrases are substantially your own.
"The different scientific disciplines are designed for explaining different types of
phenomena. To explain why rubber doesn't conduct electricity is a task for physics. To
explain why turtles have such long lives is a task for biology. To explain why higher
interest rates reduce inflation is a task for economic, and so on. In short, there is a
division of labor between the different sciences: each specializes in explaining its own
particular set of phenomena. This explains why the sciences are not usually in
competition with one another - why biologists, for example, do not worry that
physicists and economists might encroach on their turf. " (Samir Okasha, Philosophy
of science, Oxford, Oxford University Press, 2002, p 55)
Question: If you are now asked to make a citation and a summary of the above
passage (viz. paragraph), and to avoid plagiarism, what would be your best choice
among the following options.
(A) "Different disciplines of sciences are devoted to explaining different types of
phenomena. For examples, physics, biology, and economics are designed to
explain such phenomena as why rubber doesn't conduct electricity, why turtles
have such long lives, and why higher interest rates reduce inflation respectively.
This provide the explanation why the sciences usually are not competing with
each other- and physicists, for example, do not worry that the influence of
biologists and economists might spread and become stronger, and slowly
dominate the field of study of biologists (Okasha, 2002). "
(B) "There seems to be a kind of convention among the scientists of different
disciplines to be chiefly involved in their respective fields of study, thus avoiding
intrusion into the domain of other disciplines (Okasha, 2002)"
(C) "The specific sciences are concerned chiefly with their respective fields of study,
therefore there is little possibility that they would compete with each other and
worry about being dominated by scientists of another discipline (Okasha, 2002)."
(D) "According to S. Okasha, scientists usually do not compete with their fellow
scientists of other discipline, or even worry about being dominated by them, for
the simple reason they are usually committed to their respective defined field of
study"

Dentistry 2017
Day 18
Communication in health
promotion and education
Dr Oka Negara
During small group discussion, the students are expected to describe the following:
1. The definition of Health Promotion and Health Education!
2. Four major aspects affecting health status according to Bloom!
3. Some principles of health behavior!
4. Some theories of behavior changes!
5. Steps of behavior changes!
6. Some principles in imparting health information to the community at large!
7. Some problems that possibly be faced during dispensing health information to the
community!
8. The importance of understanding the cultural characteristics of the audience during

delivering health infoirmation to the community!
9. The development of media communication to support health information delivery!
STUDENT PROJECTS

Dentistry 2017
STUDENT PROJECT 1
Reference : Silverman, J., Kurtz, S., Draper, J. 1999. Skills for Communicating with
Patients. Oxon United Kingdom, Radcliffe Medical Press. Chap.1; pp. 5 15.
You should write down the answers of the questions below on your student
workbook and should be finished and signed by facilitator in the following SGD.
Questions :
1. What is Calgary-Cambridge Observation Guide? What is the benefit of this guide?
2. There are four main problems that addressed by this observation guide. Please
mention those problems and explain them!
3. Mention the structure of this observation guide! Please explain why such structure
being chosen!
4. Mention the expanded framework of this observation guide! What do you think about
that framework?
5. The structure will give advantages for the student. Please mention these
advantages!
6. There are seventy individual skills that should be mastered. Could we make it
simpler? Is it possible to apply these all skills into daily practice?
7. Each learner should find their own way in order to assimilate these new skills and
behaviours into practice. What does it meant?
STUDENT PROJECT 2
Students have been given material about basic concepts of history taking and review of the
systems. The task for student project is to make brief summary using the frame work in
history taking and review of the systems. The summary should contain important related
informations that need to be elicited from a patient with certain complaint/disease. Each
students could choose 1 symptom/disease of interest as listed below, but every group
should have all summaries of symptoms/diseases in the end. These summaries will be
helpfull during role playing in Basic Clinical Skill, not as your interview guideline but as
internal thinking process to reveal the health problem of your patient. The summary should
be written on your workbook and will be evaluated and signed by facilitator. The Result of
Student Project will also be evaluated by the lecture in the student project presentation as
appointed in the schedule.
Example:
Dengue Fever
What/Main complaint: fever
When/Onset: more than 5 days if not treated
How/Chronologic: body temperature suddenly rising up..
Etc....
List of symptoms/diseases:
1. Dengue Hemorraghic Fever
2. Hypertension
3. Lung Tuberculosis
4. Anemia
5. Chest pain

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6. HIV/AIDS
You may look for the information in the library or through the internet. You could refer to
reliable sites to obtain information regarding the symptoms/diseases above.
STUDENT PROJECT 3
Students have already been taught about patient oriented model of medical interview which
consists of five basic steps. The aim of student project 3 is to train several skills, not only
communication skill but also, not less important skills to our professional future, such as,
team work, perfomance skills, and creativity.
Selected groups (the appointed groups are listed in the time table supplement) should make
an audiovisual recording of medical interview by following the instruction given. You
have lot of time for this project, so manage properly. The recording should be a complete
interview. Individual skills for each step, initiating the session, gathering information, building
relationship, explain to the patient, and closing the session, should be explicitly performed.
Instructions:
1) In group you should make a scenario about an ideal medical interview between the
doctor and the patient. The scenario should comprise all processess from initiating
the session until closing the session. Your group may freely decide which case or
symptom will be chosen, but it is preferable to use Bahasa Indonesia in the play. The
maximum duration of the video is 15 minutes.
2) The scenario should contain sentences from each individual skills needed.
Example:
a. Greeting: Selamat pagi, Bu Amat!
b. Introduce your role : Saya dokter muda Amin, saya ditugaskan untuk
melakukan wawancara dengan ibu
3) You may decide how many personal characters will be included in the scenario, and
all should be played by the students. You may add the family from the patient, or
mother from a child patient or other related roles.
4) The scenario should be collected to and discussed with your facilitator. After finished,
you may proceed to the recording session. You are allowed to explore your creativity
in editing the record using multimedia software available.
You should collect the record in a CD to secretary of Medical Communication after project
presentation on the pointed date. The groups should prepare for this presentation and
receive the feedback from the audience.
STUDENT PROJECT 4
You should write letters/notes and CV (Curriculum Vitae) based on the cases provided in
your learning task. Your letters and CV must be typed and saved in CD or flash disk and will
be displayed and discussed at student project presentation. You are also required to make
the written form (printed) on worksheet 8 in your workbook that will be signed by your
facilitator.
In writing letters/notes and CV, you may look at the samples in the reading resources but
you must use your imagination about information that you think are necessary to mention,
according to your purpose of writing them. Remember that business letter to a colleague, a

Dentistry 2017
company, a hotel etc. are normally brief, clear and using simple words; but should mention
enough important information needed.
1. Write a referral letter to Dr. Steven Chow, senior Urologist at Mount Elizabeth
Hospital, Singapore to request for further investigation and treatment to a male patient,
aged 64 years, with history of chronic kidney failure due to stones in both kidneys.
Relevant ultrasonography, blood and urine tests have been done in Denpasar and you
want to send the tests results with your referral letter.
2. Write a letter to Dr Amman (Radiologist), Jalan Sudirman no.12, Denpasar. Your
request is for a general abdominal ultrasonography including the kidneys, for a male
patient, aged 55 years, living on Jalan Buton no. 18, Denpasar 80223, with a history of
acute colicky abdominal and flank pain.
3. A male patient, born in 1964, living on Jalan Sumatra 34 Denpasar, sees you for a
medical consultation. Now you have examined him and found him suffering from a
disease with fever, cough and shortness of breath. Due to his illness, you think this
patient needs a rest for three days. Please write a note regarding his being ill and
needing a rest as mentioned above.
4. Suppose you were a graduate of Udayana University Faculty of Medicine since five
years ago with experience working in two hotel clinics. Now you want to get a new and
better job in the Emergency Department of International Hospital in Denpasar. To
support your application, you need to write your CV. Please write your CV appropriately
by including as much information as you can imagine that you think are relevant to your
purpose.
STUDENT PROJECT 5
You should write an abstract of a review or research article in English either for English
class or Regular class. The abstract consist of 500 words maximum and should be your
original work, though translation from article in Bahasa is still permitted. This student project
is intended to give practice experience in constructing a scientific manuscript, therefore,
please avoid plagiarism due to lack of learning benefit by doing so. The hardcopy of the
abstract should be attached in your student workbook and handed to the lecture at the
plenary session of the 2nd day lecture of Basic Concepts of Scientific Writing. Soft copy is
also needed to be presented during the plenary session.
STUDENT PROJECT 6
Group Presentation (in SGD)

Every student must prepare a topic of medicine-related issue to present in sub group
discussion as if in professional meeting or seminar. Each presentation is provided 8
minutes of time and followed by 2 minutes discussion. Non presenter students will be
acting as participants and also observer. After presentation, each should give question
regarding the topic or feedback based on presentation checklist provided on your student
workbook. Your presentation will be observed, scored, and signed by your facilitator. After

Dentistry 2017
presentation you should collect the CD of all presentations (1 group 1 CD) to the secretary
of Medical Communication.
For this student project, it requires each group to provide 1 laptop as a media of
presentation.
Seminar Simulation
Students of class A and B should arrange a joint seminar simulation on the pointed date in
the study schedule. The seminar may not be about a certain topic, but should be health-
related issues. Class A and B should appoint, well in advance before the session, 4
volunteers each. Two students must prepare a topic of medicine-related issue to present
in the seminar simulation, 1 student will be the master of ceremony (MC), 1 student will be
the moderator, and another student will responsible for the audio visual system. Therefore,
there will be 2 presenters, 1 MC, 1 moderator, and 1 AVA technician from each class.
The rest of the students will be acting as the participants; and should prepare with at least
one question to ask to each presenter. Seminar simulation for Class B should be performed
in English and for Class A in Bahasa. The detail schedule for the seminar is provided in the
time table section.
STUDENT PROJECT 7
Health Campaign Presentation

This student project is aimed to give the student a real experience on planning and
executing a health campaign model as part of their professional responsibility as a medical
doctor in the future. Selected groups (the appointed groups are listed in the time table
supplement) should plan and conduct a health campaign to the community. The
medicine-related topic and the target community will be discussed further with the lecture.
The health campaign should be recorded and each recording must not exceed 20
minutes. Each group will present the health campaign video in front of the class and the
lecture then will give feedback on it. The presentation schedule is provided in the time table.
The CD of your recording should be collected to the secretary of the block before the end of
this block.
~ SELF ASSESSMENTS ~

Dentistry 2017
Basic concepts of communication with patient and family

1. Describe about the doctor-related factors that can influence the result of doctor-patient
interview.
2. Describe the patient related factors that can influence the interview outcome.
3. Explain about the importance of appropriate setting or requirements for an interview
with the patient.
4. Why is it important to use open questions to most part of the interview with the
patient? When do you use closed questions?
5. What are the steps to make a good beginning of the interview?
6. What are the factors to consider in the main part of the interview?
7. How do you best end the interview?
8. What is meant by empathy? How do you show your empathy to the patient in an
interview?
9. Explain about all the key elements of listening skills!
10. Explain about the various ways to prove that you are listening attentatively to your
patient!
11. What are the advantages if the doctor listens to the patients complaints attentatively?
Basic Concepts of History Taking & Review of the Systems

1. List the identifying data of patient that relevant to medical problem.
2. List the seven attributes of a symptom.
3. Mention the common individual problem as listed in the appendix of Standar
Kompetensi Dokter Indonesia (SKDI).
4. Try to put each problem into organ or system related.
Opening the Session and Gathering Information

Give examples, in your own word, about how to communicate during medical interview
session. Each student should write his/her own examples on the the blank rows below the
communication check list items provided in the appendix 1.
Building Relationship
1. Building the relationship is said like a cement that binds the consultation together.
What does it means?
2. What probably the cause of patient disastifaction with the doctor-patient
relationship?
3. According to Hall et al. (1988) the patient satisfaction was related to .............?
4. There are about three skills for building the relationship: non-verbal communication,
developping rapport and involving the patient. Try to describe those all.
5. What do you mean by non-verbal communication?
6. Differentiate verbal and non-verbal communication!

Dentistry 2017
7. If verbal and nonverbal are inconsistent or contradictory, which one is the most valid
to be interpretated. Why?
8. Describe the three valuable functions of the accepting response.
9. What is your respons if the patient express his anxiousness that erection disfunction
because of high masturbation frequency done during adolescence?
10. Empathy is a two-stage process. What does it mean?
11. Describe about supportive approach
12. What is the benefit of sharing of thought?
13. Why providing a rationale explanation is important?
14. What skills must be provided to make patients predicament disappear?
15. Give examples, in your own word, about how to communicate during medical
interview session. Each student should write his/her own examples on the the blank
rows below the communication check list items provided in the appendix 1.
Explanation and Planning, Closing the Session

1. Explain about the aims you wish to achieve in giving information to patients.
2. Explain about giving information from the view of the person/doctor giving the
information.
3. Explain about giving information from the patients view.
4. Explain about some basic rules of giving information.
5. What is the meaning of Cinderela of Communication?
6. Describe how you plan to give information to your patient!
7. How do you summarize your patients problem in your own language?
8. What are the principles in giving explanation and planning?
9. Give examples, in your own word, about how to communicate during medical
interview session. Each student should write his/her own examples on the the blank
rows below the communication check list items provided in the appendix 1.
Breaking Bad News to Patient and Family

1. How do you directly and systematically tell bad news to the patient?
2. How do you predict possible reactions of the patient and family on receiving bad
news?
3. How do you avoid and prevent violent situation while giving bad news
4. In your opinion, what is PTSD and how can it disrupt the outcome of doctor-patient
relationship?
5. How do you explain that different cultures may shape different ways of telling the
bad news to patient?
Communication with Pediatric Patient and Parent

Dentistry 2017
1. How do you show the parent(s) that you are listening to the main complaint?
2. How do you facilitate the interview with the parents?
3. What are the basic factors that can strengthen therapeutic relationship?
4. Describe about the sacred seven for taking history of the main complaint?
5. Describe about the fundamental (basic) four?
6. What is the method used for enhancing communication with pediatric patients and
their parents? Explain.
7. When you take a history from a-8-year-old boy, how do you establish T (trust) in the
child? Explain.
Communication Approach in Psychiatry

1. Some patients experience and describe emotional distress in terms of physical
symptoms. Why the somatizing patients pose a number for the consulting and
treating the physician?
2. A 20-year-old woman describes an almost unremitting headache, stomach ache, and
another complain. She is asking the physicians permission for absence from her
office. What must be done?
3. Listening to the patient is a critical skill, but listening is more than just hearing what
the patient is saying. How can you describe the emphatic listener?
4. Differences in race, nationality, religion and other significant cultural differences
between patient and interviewer can impair communication and can lead to
misunderstandings. How can you do to minimize the problem?
5. Seductive behavior during an examination must be handled somewhat differently.
Seductiveness can be manifested in a patient dress, behavior and speech. Please
describe your opinion to manage the seductive patients.
Specific Communication Approach to Obstetric Patient

1. What are the reasons of students and doctors having difficulty talking about sex to
the patient?
2. What are the differences between a male and a female patient in nature, which
make the doctor treat them differently?
3. Mention thw specific factors in a woman status that should be considered to adjust to
an appropriate approach!
4. If possible, what conditions should be made for ideal gynecologic examining room?
What are the ideal criteria for examining room for female patients?
5. Explain the appropriate attitudes that should be performed by a doctor or paramedic
in examining a female patient.
6. What precautions should be considered before doing examination on a female
patients pelvic organ?
7. When should we talk about sex to the patient?
8. What are the myths and misconceptions about sexuality?
9. Why should a nurse be present and assist the doctor in the examining room when
examining the obstetric patient?
Communicating With Patients from Different Cultural Backgrounds

Dentistry 2017
1. Please give specific practices that could be relevant in a medical practice in: naming,
food and diet, religion, hygiene and grooming, dress, and significant others.
2. What attention should be paid in dealing with cross-cultural communication with
patients?
3. What should be the do's and donts in cross-cultural communication?
4. Explain in brief the importance of cross-cultural and racial issues
5. If you want to explore individual views of the illness, care and treatment, what
questions may be asked?
6. Please give reasons why it is difficult for doctors to raise cross-cultural issues!
Writing Letters, Notes, and CV

4. What are the differences between formal/business letter and private letter?
5. How do you write the address of an unmarried women Lindsay Brown, 25 years,
home address 14 Orchard Road, Wakefield WF2 9DG, West Yorkshire, United
Kingdom (on the envelope).
6. What should be the letter-ending if you begin the letter with Dear Sir / Madam?
7. What kind of letters/information do you have to send if you applying for a post?
8. What you mean by testimonials or references and referees?
Basic Concept of Scientific Writing

For your self-assessment, please refer again to the learning tasks of this topic.
Presentation & Discussion In Scientific Meeting

1. What should you do to prepare a scientific presentation?
2. Describe necessary steps in presenting a scientific paper!
3. Describe necessary points in developing a good power point to support the
presentation!
4. Give at least three examples of statements or expressions commonly use during the
following steps of presentation:
a. Greeting and opening remarks
b. The plan of the paper
c. Opening the main section
d. Moving to a new point
e. Elaborating a point
f. Postponing
g. Referring back
h. Highlighting
i. Indicators
j. Summarizing
k. Thanking the audience

Dentistry 2017
5. Describe what is meant by ice breaking conversation!
Communication in Health Promotion and Education

1. What is the difference between Health Education and Health Promotion. How both
perpetuate behavior changes!
2. The increase of health status of the community is very much depend upon the
succes of Health Education and Health Promotion in the community! Give your
opinion about this statement using aspects affecting health status!
3. What practices need to be done to stay healthy!
4. Describe basic principles of Health Belief Model, Force Field Analysis Theory of Kurt
Lewin and Lawrence Green Theory!
5. What are the problems need to be anticipated during delivering helath information to
the community!
6. Why the understanding of cultural characteristics are needed before imparting health
information!
7. Describe some aspects need to be considered during developing media
communication such as billboard, banner and leaflet to support the delivery of health
information!
Appendix 1

Dentistry 2017
Instruction :
Write down your own example for each step of medical interview! You have to read the
example in the reference before you make your own.
Practice your own example and you should choose one as your favourite one!
No Skills
Initiating the session
1. GREET patient and obtain patients name
2. INTRODUCE SELF and clarifies role
3. DEMONSTRATES interest and RESPECT, attend to physical comfort

1
4. IDENTIFIES AND CONFIRMS PATIENTS PROBLEM LIST OR ISSUES
5. NEGOTIATES AGENDA taking both patients and doctors perspective into account
Gathering Information
6. ENCOURAGE PATIENT TO TELL STORY of problems from when first started to the present in own words
(clarifies reason for presenting now)
7. LISTEN ATTENTIVELY, allows patient to complete statement without interruption and leaves space for patient
to think before answering or go on after pausing
8. FACILITATES PATIENTS RESPONSES VERBALLY AND NON VERBALLY (use encouragement, silence,
repetition, paraphrasing, interpretation)
9. USE concise, EASILY UNDERSTOOD QUESTIONS AND COMMENTS, avoids jargon
10. CLARIFIES PATIENTS STATEMENT which are vague or need amplification

Dentistry 2017
11. DETERMINES AND ACKNOWLEDGES PATIENTS IDEAS
12. EXPLORES CONCERNS (including worries, effects on lifestyle) regarding each problem
13. DETERMINE PATIENTS EXPECTATIONS regarding each problem
14. ENCOURAGES EXPRESSION OF FEELING AND THOUGHT
15. SUMMARIZES AT THE END OF A SPECIFIC LINE OF INQUIRY to verify own interpretation of what patient
has said, to ensure no important data were omitted
16. PROGRESSES, USING TRANSLATON STATEMENTS; includes rationale for next session
17. STRUCTURE interview in LOGICAL SEQUENCE
BUILDING RELATIONSHIP
18. USING APPROPRIATE NON-VERBAL BEHAVIOUR
Demonstrates appropriate nonverbal behaviour:
If reads, writes notes or uses computer:
Demonstrates appropriate confidence:
19. DEVELOPING RAPPORT

Accepts legitimacy of patients views and feelings; is not judgmental:
Uses empathy, acknowledges patient's views and feelings:
Provides support:
Deals sensitively:
20. INVOLVING THE PATIENT

Shares thinking:
Explains rationale :
During physical examination, explains process, asks permission:
EXPLANATION AND PLANNING

Dentistry 2017
21. PROVIDING THE CORRECT AMOUNT AND TYPE OF INFORMATION
Chunks and checks:
Assesses patients starting point:
Asks patients what other information would be helpful:
Gives explanation at appropriate times:
22. AIDING ACCURATE RECALL AND UNDERSTANDING

Organises explanation:
Uses explicit categorisation or signposting:
Uses repetition and summarising:
Uses concise, easily understood language:
Uses visual methods of conveying information:
Checks patients understanding:
23. ACHIEVING A SHARED UNDERSTANDING: INCORPORATING THE PATIENTS PERSPECTIVE

Relates explanations to patients illness framework:
Provides opportunities and encourages patient to contribute:
Picks up verbal and non-verbal cues:
Elicits patient's beliefs, reactions and feelings:
24. PLANNING: SHARED DECISION MAKING

Shares own thinking as appropriate:
Involves patient:
Encourages patient to contribute their thoughts:
Negotiates plan:
Offers choices:
Checks with patient if accepts plans, if concerns have been addressed:
CLOSING THE SESSION

Dentistry 2017
25. FORWARD PLANNING
Contracts with patient:
Safety nets:
26. ENSURING APPROPRIATE POINT OF CLOSURE

Summarises session:
Final check:
References:
Kurtz SM, Silverman JD, Draper J (1998) Teaching and Learning Communication
Skills in Medicine. Radcliffe Medical Press (Oxford)
Silverman JD, Kurtz SM, Draper J (1998) Skills for Communicating with Patients.
Radcliffe Medical Press (Oxford)
Curriculum mapping

Dentistry 2017
Smstr Program or curriculum blocks
10 Senior Clerkship
9 Senior Clerkship
8 Senior Clerkship
Health System- Community-based Evidence-based Elective Study IV Comprehensi 19 weeks
7 based Practice practice Medical Practice (evaluation) ve Clinic
(3 weeks) (4 weeks) (2 weeks) Orientation
BCS (1 weeks) Special topics : (3 weeks) (Clerkship)
Health + medical
Ergonomic & ethic
Health (4 weeks)
Environment
(2 weeks)
The Cardiovascular Medical Emergency The Urinary The Reproductive Elective 19 weeks
6 System and (3 weeks) System and System and Disorders Study III
Disorders Disorders (4 weeks)
(3 weeks) (3 weeks) BCS (1 weeks) (3 weeks)
BCS (1 weeks) BCS (1 weeks) BCS (1 weeks)
Neuroscience and The Respiratory System The skin & hearing Special Topic : Elective 18 weeks
5 neurological and Disorders system - Palliative med Study II
disorders (4 weeks) & disorders - Complemnt & (2 weeks)
(3 weeks) (3 weeks) Alternative Med.
BCS (1 weeks) BCS (1 weeks) - Forensic
BCS (1 weeks) (3 weeks)
Musculoskeletal Alimentary The Endocrine Clinical Nutrition and The Visual 19 weeks
4 system & & hepatobiliary systems System, Disorders system &
connective tissue & disorders Metabolism and (2 weeks) disorders
disorders (3 Weeks) Disorders (2 weeks)
(3 weeks) (4 weeks) BCS (1 weeks)
BCS (1 weeks) BCS (1 weeks) BCS (1 weeks) BCS (1weeks)
Basic microbiology Immune system & Hematologic Special Topic Basic 19 weeks
3 & parasitology disorders system & disorder - sexology & anti Pharmaceutica
(3 weeks) (2 weeks) & clinical aging l medicine &
Basic Infection oncology - Geriatri drug etics
& infectious (3 weeks) -Travel medicine
diseases BCS (1 weeks) BCS (1 weeks) (4 weeks) (1 weeks)
(3 weeks)
BCS (1 weeks)
Medical Medical Behavior Change Elective Study I 19 weeks
2 communication Professionalism and disorders (2 weeks)
(3 weeks) (2 weeks) + medical (3 weeks)
Basic pharmacology ethic (1 weeks)
(2 weeks) Basic Anatomy
BCS (1 weeks) Pathology & Clinical
pathology (3 weeks) BCS (1 weeks)
BCS (1 weeks)
Studium The cell Growth & 19 weeks
1 Generale and as bioche- development
Humaniora mical machinery (2 weeks)
(2 weeks) (2 weeks) Basic
Basic Anatomy Basic Histology Biochemistry
( 4 weeks) (2 weeks) & (2 weeks)
Basic Physiology BCS (1 weeks)
(3 weeks)
BCS (1 weeks)
Pendidikan Pancasila & Kewarganegaraan ( 3 weeks )

Inter Professional Education (smt 3-7)
~ REFERENCES ~

Dentistry 2017
1. Desmond J, Copeland LR; Communicating with Todays Patients; Jossey-Bass;

2000
2. Llyod M, Bor R; Communication Skills for Medicine; Churchill Livingstone; 1996
3. Maher JC; International Medical Communication in English; The University of
Michigan Press; 2004
4. Parkinson J; A Manual of English for the Overseas Doctor. 5 th Edition, Churchill
Livingstone; 1999
5. Bickley LS, Szilagyi PG, Bates Guide to Physical Examination and History Taking,
10th edition. Lippincot William and Wilkins, Philadelphia; 2009.
6. Ganiovor L, Porter RE; Communication Between Cultures; Wadsworth Publishing
Company; 1995
7. Eleftheriadou Z; Transcultural Counselling; London: Central Book Publishing; 1994
8. Kleinman A; Patients and Healers in the Context Of Culture; Berkeley: University of
California Press; 1980
9. Brislin RW, Yoshida T, eds; Improving Intrecultural Interactions: Modules for Cross
Cultural Training Program; London: Sage; 1994
10. Silverman J, Kurtz S, Draper J; Skills in Communicating with Patients; The University
of Michigan Press; 2000
11. Behrens L, Rosen LJ, Beedles B; A Sequence for Academic Writing. New York:
Longman, 2002
12. Zeiger M; Essentials of Writing Biomedical Research Papers, 2nd ed. New York:
McGraw-Hill, 2000
13. Goodmann N W, Edwards M B; Medical Writing: a Prescription for Clarity; 2nd ed.
Cambridge University Press.
14. Korsch B; Talking with Parents (Resource Unknown)
15. Bernzweig J, Pantell R, Lewis CC; Talking with Children (Resource Unknown)
16. Soetjiningsih; Teknik Berkomunikasi dengan Orangtua Pasien (Unpublished)
17. Soetjiningsih; Teknik Berkomunikasi dengan Anak (Unpublished)
18. DeCherney AH, Nathan L; Current Obstetric and Gynecologic Diagnostic and
Treatment, 9th ed. Boston: McGrawHill; 2003
19. Berek J S; Novaks Gynecology, 13th ed. Los Angeles: Lippincott Williams & Wilkins;
2002
20. Sadock B J and Sadock V A; Kaplan and Sadockss Synopsis of Psychiatry 10th ed.
Lippincott Williams & Wilkins, Philadelphia, 2007
21. Naidoo J, Wills J; Health Promotion, 2nd ed.; Edinburgh: Baillire Tindall

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Study Guide Communication in

School of Dentistry Faculty of Medicine Udayana University 1

School of Dentistry Faculty of Medicine Udayana University 2

School of Dentistry Faculty of Medicine Udayana University 3

School of Dentistry Faculty of Medicine Udayana University 4

School of Dentistry Faculty of Medicine Udayana University 5

No Name Department Phone

NO NAME DEPT PHONE

School of Dentistry Faculty of Medicine Udayana University 6

NO NAMA Kelompok PHONE

~ PEMBIMBING STUDENT PROJECT ~

NO NAMA Kelompok PHONE

School of Dentistry Faculty of Medicine Udayana University 7

School of Dentistry Faculty of Medicine Udayana University 8

13.00 - Diskusi 7 : Skills in communicating with patients:

School of Dentistry Faculty of Medicine Udayana University 9

14.00 - Pleno 7 : Skills in communicating with patients: Explanation Dr.

School of Dentistry Faculty of Medicine Udayana University 10

14.00 - Diskusi 10 : Prosedur penulisan surat, catatan, dan konsultasi antar

School of Dentistry Faculty of Medicine Udayana University 11

School of Dentistry Faculty of Medicine Udayana University 12

School of Dentistry Faculty of Medicine Udayana University 13

School of Dentistry Faculty of Medicine Udayana University 14

School of Dentistry Faculty of Medicine Udayana University 15

Lecture 1: Basic concepts of communication

Lecture 2&3: Basic concepts of history taking &

Determining the scope of assessment

School of Dentistry Faculty of Medicine Udayana University 16

Most patients have specific worries or symptoms. The comprehensive examination

Components of the comprehensive adult health history

School of Dentistry Faculty of Medicine Udayana University 17

Lecture 5: Communication with patient from

Dr. dr. Diah Pradnya Paramita Duarsa

School of Dentistry Faculty of Medicine Udayana University 18

Lecture 6: Specific communication

Dr. Lely Setyawati

Lecture 7: Specific communication

dr. Hariyasa Sanjaya

Effective communication is the key to successful provision of health services to

School of Dentistry Faculty of Medicine Udayana University 19

Lecture 8: Skills in communicating with patients:

Lecture 9 : komunikasi pada pasien anak

Lecture 10: Penulisan surat, catatan, dan konsultasi antar bidang

School of Dentistry Faculty of Medicine Udayana University 20

Kuliah 11. PRESENTASI DAN DISKUSI ILMIAH

Drg. Luh Wayan Ayu Rahaswanti, Sp. KGA

Kuliah 12: Komunikasi dalam Promosi

Lecture 13 : Breaking Bad News to the Patient and Family

Prof. Dr. dr. Tjakra W Manuaba

School of Dentistry Faculty of Medicine Udayana University 22

School of Dentistry Faculty of Medicine Udayana University 23

Prof. Dr. dr. Tjakra W Manuaba

2. Formulate some question asking the listed above problem.

Dr. Adiartha Griadhi

dr. Adiartha Griadhi

School of Dentistry Faculty of Medicine Udayana University 26

Role Play : Initiating The Session

Role Play : Gathering Information

School of Dentistry Faculty of Medicine Udayana University 27

Dr. Mangku Karmaya

School of Dentistry Faculty of Medicine Udayana University 28

School of Dentistry Faculty of Medicine Udayana University 29

ROLE PLAY : GIVING INFORMATION AND EXPLANATION; CLOSING THE SESSION

School of Dentistry Faculty of Medicine Udayana University 30