Mahé Pereira

Cybersecurity in Healthcare: Risks and Best Practices Healthcare runs on data. Patient records, diagnostic results, surgical notes, clinical assessment videos, and consultation recordings now live in connected systems. That connectivity helps modern healthcare work. It also makes healthcare one of the most targeted sectors for cybercrime. In 2015 alone, more than 110 million patients in […]

Crisis intervention is one of the most demanding communication tasks in clinical practice. A patient in acute distress, a family member in psychological shock, or a person presenting to the emergency department in the aftermath of a traumatic event — these situations require more than empathy. They require structure. Roberts’ Seven-Stage Crisis Intervention Model, developed

Reflection is widely required in healthcare education. Nursing portfolios, clinical placement reports, CPD logs, and supervision meetings all ask practitioners to reflect on their work. But reflection is harder than it sounds. Without structure, it tends to collapse into either description (“here’s what happened”) or vague self-criticism (“I should have done better”). Neither leads to

Feedback after clinical observation is one of the most powerful tools in medical education – but only when it’s structured well. Without a framework, post-consultation debriefs tend to drift toward the supervisor’s priorities, skip what the learner actually needs, or stall at vague praise. Pendleton’s Rules were designed to prevent exactly that. Originally proposed in

Medical faculties rarely struggle to record video. The difficult part is managing what happens afterwards. Clinical skills training often involves multiple assessors, sensitive recordings, structured feedback, and long term competency tracking. A generic recording platform may capture the interaction, but it usually does not support the educational workflow around it. This becomes particularly visible in

Empathic Accuracy vs Empathy in Healthcare Training Empathic accuracy and empathy are related, but they are not the same clinical skill. Empathy describes how a clinician connects with a patient’s experience. Empathic accuracy asks a sharper question: did the clinician correctly understand what the patient was thinking or feeling? This distinction matters in healthcare training

What is a remote OSCE and how does it differ from traditional OSCEs Objective Structured Clinical Examinations, known as OSCEs, assess clinical competence by observing how candidates perform across multiple structured stations. Many institutions now adopt remote OSCEs to respond to changing educational needs. Each station targets a specific task such as history taking, communication,

Micro Expressions in Healthcare Training: Context First Micro expressions are very brief facial movements that may appear when someone experiences or suppresses an emotion. In healthcare training, they can help students notice moments where a patient may feel uncertainty, discomfort, fear, anger, or sadness. However, micro expressions should not be treated as proof of what

How to Identify Emotions in Clinical Skills Training Learning how to identify emotions is a clinical communication skill. Patients do not always say “I am scared,” “I feel ashamed,” or “I do not understand.” Instead, emotions often appear through verbal hints, pauses, tone, facial expression, posture, repeated questions, or silence. For students and trainees, the

Communication skills in healthcare are the verbal, nonverbal, and written abilities that allow clinicians to exchange information clearly, understand patient needs, and support shared decision-making. They encompass active listening, empathy, nonverbal awareness, and the ability to adapt communication style across clinical contexts and patient populations. Despite being one of the most studied areas in medical