Please enable JavaScript.
Coggle requires JavaScript to display documents.
Mini Lifestyle Counseling Activity for LM Learners - Coggle Diagram
Mini Lifestyle Counseling Activity for LM Learners
Challenge
Theory–practice gap
Low learner confidence in counseling
Lecture-based teaching dominates
Limited opportunities for skill practice
Difficulty applying LM concepts in real/patient-like situations
Needs Assessment
Purpose
Identify gap between theoretical knowledge and practical counseling skills
Explore whether learners and faculty perceive need for a structured mini-activity
Methods
Learner survey
Faculty discussion
Session observation
Informal feedback from learners
Review of current LM teaching sessions
Types of Need
Felt need
Learners feel underconfident in counseling
Expressed need
Learners ask for more practical sessions
Normative need
Curriculum should produce competent practitioners with counseling skills
Comparative need
Other training approaches include more active skill-building
Key Findings
Learners understand theory better than practice
Many learners lack confidence in lifestyle counseling
Sessions are mainly lecture-based
There is little structured role-play or observed practice
Faculty see value in early exposure to counseling practice
Triangulation
Survey findings supported by faculty discussion
Faculty discussion supported by session observation
Multiple data sources confirm same gap
SWOT Analysis
Strengths
Existing LM curriculum already present
Motivated faculty
Supportive HOD
Learners interested in practical learning
Weaknesses
No structured skill-based counseling training
Limited time in sessions
Lack of formal checklist/tool
Opportunities
Easy integration of short role-play
Can prepare learners for advanced coaching/counseling course
Can later be linked with OSCE
Threats
Time constraints
Faculty resistance
Perception of increased workload
Institutional competing priorities
Strategic Plan
Vision
Develop competent and confident LM learners who can apply counseling skills in practice
Aim
Introduce a brief structured mini lifestyle counseling activity within existing teaching sessions
Objectives
Improve learner confidence
Increase learner engagement
Promote application of lifestyle medicine principles
Develop early counseling and communication skills
Prepare learners for more advanced future training
Stakeholders
Primary Stakeholders
LM learners
LM faculty
Secondary Stakeholders
Head of Department
Medical Education Department
Curriculum committee
Examination / assessment cell
Institutional leadership
Possible Extended Stakeholders
Standardized patients / simulated patients
Clinical faculty
Future patients/community
Intervention Design / Components of Training Program
Pre-session
Brief orientation to activity
Explain purpose and expected outcome
Share simple counseling framework
Teaching Resources
Short written scenario
Counseling checklist
Prompt card / guide
Information leaflet / handout
Optional video demonstration
Activity Design
10–15 minute mini activity
Pair or small-group role-play
One learner as counselor
One learner as patient
One learner as observer if needed
Counseling Framework
Ask
Advise
Agree
Assist
Arrange follow-up
Learning Process
Demonstration by faculty if needed
Guided practice
Peer interaction
Immediate short feedback
Reinforcement
Reflection after activity
Repeat in future sessions
Progressive increase in complexity
Action Plan
Preparation
Develop case scenarios
Prepare simple counseling framework
Develop observation checklist
Orient faculty
Align activity with current session objectives
Implementation
Introduce activity in selected session
Conduct role-play in pairs/groups
Use checklist for observation
Give quick faculty/peer feedback
Review
Collect learner feedback
Obtain faculty reflection
Identify challenges
Revise scenarios and process for next round
Resources
Human Resources
LM faculty
Learners
HOD support
Material Resources
Printed or digital scenarios
Counseling checklist
Reflection prompt
Handouts / information leaflets
Logistics
Existing classroom
Existing timetable
10–15 minute protected slot
No special equipment required
Financial Resources
Minimal or no extra cost
Uses existing faculty and classroom
Low-cost and feasible pilot
Leadership and Change Management
Change Approach
Small pilot change
Low-risk intervention
Gradual introduction
Stakeholder Engagement
Involve faculty early
Explain educational value
Address concerns about workload
Highlight student benefit
Use of Power and Support
HOD support as legitimate authority
Faculty encouragement through collaboration
Managing Resistance
Clarify that activity introduces basics only
Emphasize short duration
Present as preparation for advanced course
Teamwork
Shared planning with faculty
Open communication
Collaborative improvement
Relevant Theories
Kotter
Create urgency by highlighting theory-practice gap
Build support for small pilot
French and Raven
Legitimate power through HOD support
Tuckman
Faculty collaboration and team development
Gibbs
Reflection for continuous improvement
Monitoring and Evaluation
Monitoring
Participation during activity
Learner engagement
Faculty involvement
Feasibility within available time
Evaluation Levels
Level 1 Reaction
Learner satisfaction
Faculty feedback on usefulness
Level 2 Learning
Improved self-reported confidence
Better understanding of counseling steps
Improved performance on checklist
Level 3 Behavior
Ability to apply counseling in later sessions
More active participation in patient-centered discussions
Indicators
Confidence increased
Participation increased
Engagement improved
Learners able to use structured counseling approach
Data Collection Tools
Post-session feedback form
Short pre/post confidence rating
Faculty observation notes
Reflective comments from learners
Quality Assurance
Standardization
Use same structure across sessions
Use similar scenario difficulty
Faculty Calibration
Brief faculty orientation for feedback consistency
Documentation
Keep record of feedback and revisions
Review Cycle
Evaluate pilot
Refine activity
Improve before wider implementation
Sustainability
Short-term
Repeat in future LM sessions
Refine scenarios based on feedback
Medium-term
Expand number of sessions
Develop bank of counseling cases
Orient more faculty
Long-term
Integrate into curriculum formally
Link with workplace-based assessment or OSCE
Build toward advanced counseling/coaching training
Expected Outcomes
Better learner confidence
Improved engagement
Better integration of theory into practice
Early development of counseling skills
Stronger readiness for future clinical application