Micro Group Training No. 1
Using Affirmations to Build Patient Relationships
Title: Developing the Gift of Affirmations – Building Rapport Without Deception
Purpose
Affirmations are powerful tools for connecting with patients and inspiring change. Genuine recognition of a person's strengths or achievements fosters trust and rapport. While some people naturally affirm others, this skill can be learned and practiced, regardless of background or family norms.
This exercise helps dental students:
- Expand their affirmation vocabulary.
- Practice delivering affirmations in context.
- Understand how affirmations strengthen relationships and encourage positive behaviour.
Background
Students often repeat suggested affirmations without context, which can come across as a platitude rather than a meaningful connection. To be effective, affirmations must be specific, sincere, and contextually relevant.
Exercise: "What We Notice"
Step 1: Self-reflection
- Ask each student to write down one activity they enjoy or excel at -something that brings them joy or a sense of accomplishment.
- The purpose of writing this down is to free their attention from self-consciousness, allowing them to focus fully on listening to others.
- Discuss briefly how charismatic individuals naturally convey presence and attention in conversations.
Step 2: Small Group Sharing (Breakout Groups of 3)
a) Each student shares their chosen activity for 30 seconds.
b) After sharing, students introduce one other member of the group to the third member, including a characteristic or strength they noticed about that person. Each introduction should be about 30 seconds.
- Ensure everyone receives an affirmation.
- To support vocabulary, provide students with a set of "strength cards" via email for reference.
Step 3: Large Group Reflection
- Ask students to indicate, using fingers (1 - 3), which of the following describes their experience of the affirmation:
- The affirmation resonated with me.
- The affirmation didn't resonate fully, but I understand why it was said.
- The affirmation felt off-track or inappropriate.
- Facilitate a discussion:
- How did it feel when the affirmation was right, neutral, or missed the mark?
- How can you tell when an affirmation is meaningful?
- Why are affirmations so productive in forming relationships or motivating change?
Key Learning Point:
Affirmations work because people inherently love the feeling of being "known." Recognizing others' strengths not only strengthens rapport but can also remind people of their best qualities -reinforcing confidence and engagement.
Micro Training Exercise No.2
"Health is Not Just What We Do -It's What Has Been Done to Us"
Purpose:
This exercise helps dental students develop compassion and empathy for patients by exploring the complex factors that influence health behaviors.
Background:
Dental students often begin clinical work in the public or student clinic with a mindset focused on what patients should do. They may see dental disease as solely behavioral and feel frustrated when patients don't "comply." This exercise encourages students to reflect on how external influences, not just individual choices, shape oral health.
Health behaviors are rarely just personal decisions -they are shaped by family, culture, socioeconomic factors, education, and prior experiences.
Exercise Steps
Step 1: Self-Reflection and Sharing (Groups of 3–4)
- One student describes their personal oral health routine in detail: what they do, why they do it, when, and how.
- Other group members ask clarifying questions to ensure a thorough understanding.
- Optional: take quick notes to capture key points.
Step 2: Identify Influencing Factors
- Group members list factors that have shaped that routine:
- Family influences (parents, siblings)
- Cultural or social norms
- Access to care and education
- Personal experiences or habits
Step 3: Reflection and Context
- Return to the large group. Discuss insights from Step 2.
- Highlight external influences, for example:
- Who taught or supervised brushing?
- What were family norms around oral hygiene or healthcare in general?
- How did personality or family characteristics influence routines?
Step 4: Personal Reflection in Groups
- Each student reflects on their own oral health routines using the lens of external influences.
- Discuss how these factors shaped their habits and attitudes.
Step 5: Large Group Debrief
- Share key insights and takeaways.
- Emphasize the link to patient care: understanding that patients' oral health behaviors are often shaped by factors beyond their control fosters empathy, patience, and a more compassionate, patient-centered approach.
Learning Outcome:
Students leave the exercise with a deeper understanding that oral health is influenced by a combination of personal choice and life circumstances, preparing them to approach patient care with empathy rather than judgment.
Micro Training Exercise No.3
Dealing with Difficult Situations with Emotional Awareness
Purpose:
This exercise helps dental students:
- Expand their emotional vocabulary by naming emotions.
- Increase awareness of their own reactions to various emotions.
- Practice reflecting others' emotions in a non-judgmental, empathetic way.
Background:
Students often describe complex emotional situations, such as breaking an endodontic file, using vague terms like "I'd feel bad." They may notice what a patient feels but struggle to communicate it back or manage their own emotional response. Reflecting emotions, especially in complaining or upset patients, can be challenging for problem-solving-focused dental students.
Awareness of both your own emotional triggers and those of others is key to effective communication and complaint management.
Exercise Steps
Step 1: Form Groups
- Groups of 6 or more are ideal to capture a wide range of examples and perspectives.
Step 2: Emotional Self-Reflection
- Email students an emotion card set ahead of the session.
- Each student selects:
- One or two emotions they find difficult to manage in others.
- One emotion they find difficult or uncomfortable in themselves.
- Students note these selections for the next activity.
Step 3: Reflection Practice
- In the group, each student practices reflecting another person's emotion using one of the emotions they selected.
- Focus on staying non-judgmental and empathetic.
- Discuss verbal and non-verbal strategies to show understanding and validation.
Step 4: Group Discussion
- Discuss strategies for:
- Responding when things go wrong.
- Handling complaints effectively.
- Highlight the importance of recognizing your own discomfort with emotions to improve communication and patient management.
Learning Outcome:
Students gain confidence in:
- Identifying and naming emotions accurately.
- Managing their own reactions to challenging emotions.
- Reflecting and responding to patients' emotions effectively, which is crucial in complaint management and patient-centered care.