Teaching and Learning Communication Skills in Medicine

Includes Bibliographical references and Index

Forewords vii
Preface xi
About this book xv
About the authors xvi
Acknowledgements xvii
Introduction 1 (10)
Part I An overview of communication skills teaching and learning 11 (94)
1 The 'why': a rationale for communication skills teaching and learning
13 (16)
Introduction
13 (1)
Why teach communication skills?
14 (6)
Can you teach and learn communication skills?
20 (5)
Is the prize on offer to doctors and their patients worth the effort?
25 (4)
2 The 'what': defining what we are trying to teach and learn
29 (28)
Introduction
29 (1)
Why facilitators and programme directors need help with knowing what to teach
30 (2)
Types of communication skills and how they interrelate
32 (4)
The problem of separating content and process skills in teaching and learning about the medical interview
33 (3)
An overall curriculum of doctor-patient communication skills
36 (13)
The Calgary-Cambridge Observation Guide
36 (2)
The enhanced Calgary-Cambridge Guides
38 (11)
The need for a clear overall structure
49 (2)
Choosing the process skills to include in the communication curriculum
51 (4)
Summary
55 (2)
3 The 'how': principles of how to teach and learn communication skills
57 (20)
Introduction
57 (1)
Why take a skills-based approach to communication teaching and learning?
58 (5)
Which teaching and learning methods work in practice?
63 (1)
Why use experiential learning methods?
63 (9)
Why use a problem-based approach to communication skills teaching?
72 (4)
What place is there for more didactic teaching methods?
76 (1)
4 Choosing and using appropriate teaching methods
77 (28)
Introduction
77 (1)
Choosing appropriate teaching methods
77 (2)
Using methods from the left half of the methods continuum
79 (3)
Introducing cognitive material into the curriculum
80 (2)
Using methods from the right half of the methods continuum
82 (27)
Audio and video feedback
83 (2)
Real patients
85 (3)
Simulated patients
88 (12)
Role play
100 (5)
Part 2 Communication skills teaching and learning in practice 105 (104)
5 Analysing interviews and giving feedback in experiential teaching sessions
109 (22)
Introduction
109 (1)
Carrying out analysis and feedback in communication skills teaching sessions
109 (13)
Conventional rules of feedback
110 (3)
Agenda-led outcome-based analysis of the consultation
113 (9)
Phrasing feedback effectively in communication skills teaching sessions
122 (9)
6 Running a session: facilitating communication skills teaching in different learning contexts
131 (24)
Introduction
131 (1)
Agenda-led outcome-based analysis in practice
132 (17)
Examples of how to use agenda-led outcome-based analysis in different contexts
133 (16)
'In-the-moment' teaching in the clinic or at the bedside
149 (6)
7 Running a session: facilitation tools to maximise participation and learning
155 (30)
Introduction
155 (1)
Relating facilitation to communication with patients
155 (2)
Strategies for maximising participation and learning
157 (13)
Strategies for dealing with difficulties
170 (15)
8 Running a session: introducing research and theory; expanding and consolidating learning
185 (24)
Introduction
185 (1)
An overview: how to introduce didactic teaching and expand and consolidate experience and discussion
186 (4)
Practical suggestions for introducing theory and research evidence and consolidating learning
190 (19)
Part 3 Constructing a communication skills curriculum 209 (96)
9 Principles of designing communication skills curricula
213 (20)
Introduction
213 (1)
A conceptual framework for systematic communication training
214 (2)
How do we ensure that learners not only master an increasing range of skills but also retain and use them over time?
216 (3)
How do we select and organise the content of our communication programmes?
219 (7)
How do we select appropriate methods for each component of the communication programme?
226 (1)
How do we integrate communication with other clinical skills and the rest of the curriculum?
226 (7)
10 Specific issues of communication curriculum design at different levels of medical education
233 (20)
Introduction
233 (1)
Undergraduate medical education
233 (6)
Residency and continuing medical education
239 (9)
How do we co-ordinate the communication curriculum across all levels of medical education?
248 (5)
11 Assessing learners' communication skills
253 (22)
Introduction
253 (1)
Formative and summative assessment
254 (3)
What are we trying to assess?
257 (1)
Characteristics of assessment instruments
258 (5)
What form should assessments take?
263 (5)
What formats are available for feedback from both formative and summative evaluations?
268 (4)
Who does the actual assessments?
272 (3)
12 Enhancing faculty development for communication skills teaching
275 (16)
Introduction
275 (1)
Why is training for facilitators so important?
276 (1)
Enhancing facilitators' skills
277 (11)
How do we maximise the status and reward of undertaking such teaching?
288 (3)
13 Constructing a curriculum: the wider context
291 (14)
Introduction
291 (1)
Promoting the further development and acceptance of communication curricula within medical education
291 (6)
Looking to the future: where next?
297
Appendices
Appendix 1 Example of a communication curriculum
305 (10)
Appendix 2 The two-guide format of the Calgary-Cambridge Process Guide
315 (8)
Appendix 3 A protocol for writing simulated patient cases
323 (6)
Appendix 4 Sample OSCE marking sheets
329 (6)
Appendix 5 Medical skills evaluation: communication process skills
335 (2)
Appendix 6 Notes on using the Calgary-Cambridge Guides
337 (2)
References 339 (20)
Index 359 (6)
Author index 365