Mahé Pereira

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

Deescalating Situations in Healthcare: Why It Matters in Clinical Practice Deescalating situations is not a soft skill. It is a core clinical competence. In healthcare, emotional tension can quickly disrupt judgment, teamwork, and patient safety. Therefore, learning to manage escalation is part of learning to practice safely. Effective communication sits at the center of clinical

Emotional Cues in Healthcare: Examples and Training Emotional cues in healthcare are verbal, nonverbal, or contextual signals that suggest a patient may be feeling fear, uncertainty, sadness, anger, shame, or hesitation. They may appear as direct statements, small hints, silence, changes in tone, facial tension, posture, or repeated questions. For students and trainees, emotional cues

Across healthcare education and clinical training, video recording increasingly functions as institutional infrastructure rather than a supplementary teaching tool. Universities and teaching hospitals rely on video to support communication skills training, simulation, assessment, supervision, and research. Once video is used in these contexts, especially when it supports assessment, appeals, or real patient encounters, procurement classification

The real issue isn’t synchronous vs asynchronous learning Most debates about synchronous versus asynchronous learning in healthcare start in the wrong place. The problem usually isn’t that educators chose the wrong format. It’s that formats get treated as strategies, rather than tools that serve different learning purposes. In healthcare and teacher education alike, learning often

Effective communication in healthcare is the ability of clinicians and care teams to exchange information clearly, adapt to patient needs, and sustain that clarity reliably under real clinical conditions. It is recognised as a core competency across medical, nursing, and allied health education — yet it frequently fails to transfer into consistent practice without structured

Not all feedback works the same way. In healthcare education especially, the timing and purpose of feedback can drastically change how students learn and how educators teach. This blog explores the difference between formative and summative feedback, when to use each, and why combining both leads to stronger outcomes. Drawing from real classroom examples, peer-reviewed