Teaching and learning communication skills in medicine:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford
Radcliffe Publ.
2009
|
| Ausgabe: | 2. ed. - Repr. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIV, 369 S. |
| ISBN: | 9781857756586 |
Internformat
MARC
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Datensatz im Suchindex
| _version_ | 1804139190096494592 |
|---|---|
| adam_text | Contents
Forewords
vii
Preface
xi
About this book
xv
About the authors
xvi
Acknowledgements
xvii
Introduction
1
Part
1
An overview of communication skills teaching and
learning
1
1
1
The why : a rationale for communication skills teaching
and learning
13
Introduction
13
Why teach communication skills?
14
Can you teach and learn communication skills?
20
Is the prize on offer to doctors and their patients worth the effort?
25
2
The what : defining what we are trying to teach and learn
29
Introduction
29
Why facilitators and programme directors need help with knowing
what to teach
30
Types of communication skills and how they interrelate
32
The problem of separating content and process skills in
teaching and learning about the medical interview
33
An overall curriculum of doctor-patient communication skills
36
The Calgary-Cambridge Observation Guide
36
The enhanced Calgary-Cambridge Guides
38
The need for a clear overall structure
49
Choosing the process skills to include in the communication
curriculum
51
Summary
55
3
The how : principles of how to teach and learn
communication skills
57
Introduction
57
Why take a skills-based approach to communication teaching and
learning?
58
Which teaching and learning methods work in practice?
63
Why use experiential learning methods?
63
Why use a problem-based approach to communication skills
teaching?
72
What place is there for more didactic teaching methods?
76
iv Contents
4
Choosing and using appropriate teaching methods
77
Introduction
77
Choosing appropriate teaching methods
77
Using methods from the left half of the methods continuum
79
Introducing cognitive material into the curriculum
80
Using methods from the right half of the methods continuum
82
Audio and video feedback
83
Real patients 85
Simulated patients 88
Role play 10°
Part
2
Communication skills teaching and learning in
practice 105
5
Analysing interviews and giving feedback in experiential
teaching sessions 109
Introduction l09
Carrying out analysis and feedback in communication skills
teaching sessions 1°9
Conventional rules of feedback
11°
Agenda-led outcome-based analysis of the consultation
113
Phrasing feedback effectively in communication skills teaching
sessions
122
6
Running a session: facilitating communication skills
teaching in different learning contexts
131
Introduction
131
Agenda-led outcome-based analysis in practice
152
Examples of how to use agenda-led outcome-based analysis in
different contexts
133
In-the-moment teaching in the clinic or at the bedside
149
7
Running a session: facilitation tools to maximise
participation and learning
155
Introduction
155
Relating facilitation to communication with patients
155
Strategies for maximising participation and learning
157
Strategies for dealing with difficulties
170
8
Running a session: introducing research and theory;
expanding and consolidating learning
185
Introduction
185
An overview: how to introduce didactic teaching and expand and
consolidate experience and discussion
1
8^
Practical suggestions for introducing theory and research evidence
and consolidating learning
190
Contents
v
Part
3
Constructing a communication skills curriculum
209
9
Principles of designing communication skills curricula
213
Introduction
213
A conceptual framework for systematic communication training
214
How do we ensure that learners not only master an increasing
range of skills but also retain and use them over time?
216
How do we select and organise the content of our communication
programmes?
219
How do we select appropriate methods for each component of the
communication programme?
226
How do we integrate communication with other clinical skills and
the rest of the curriculum?
226
10
Specific issues of communication curriculum design at
different levels of medical education
233
Introduction
233
Undergraduate medical education
233
Residency and continuing medical education
239
How do we co-ordinate the communication curriculum across all
levels of medical education?
248
11
Assessing learners communication skills
253
Introduction
253
Formative and summative assessment
254
What are we trying to assess?
257
Characteristics of assessment instruments
258
What form should assessments take?
263
What formats are available for feedback from both formative and
summative evaluations?
268
Who does the actual assessments?
272
12
Enhancing faculty development for communication skills
teaching
275
Introduction
275
Why is training for facilitators so important?
276
Enhancing facilitators skills
277
How do we maximise the status and reward of undertaking such
teaching?
288
13
Constructing a curriculum: the wider context
291
Introduction
291
Promoting the further development and acceptance of
communication curricula within medical education
291
Looking to the future: where next?
297
vi
Contents
Appendices
Appendix
1
Appendix
2
Appendix
3
Appendix
4
Appendix
5
Appendix
6
References
Example of a communication curriculum
The two-guide format of the Calgary-Cambridge
Process Guide
A protocol for writing simulated patient cases
Sample
OSCE
marking sheets
Medical skills evaluation: communication process skills
Notes on using the Calgary-Cambridge Guides
Index
Author index
305
315
323
329
335
337
339
359
365
|
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| illustrated | Not Illustrated |
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| isbn | 9781857756586 |
| language | English |
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| spelling | Kurtz, Suzanne Verfasser aut Teaching and learning communication skills in medicine Suzanne Kurtz ; Jonathan Silverman and Juliet Draper. Forewords by Jan van Dalen ... 2. ed. - Repr. Oxford Radcliffe Publ. 2009 XIV, 369 S. txt rdacontent n rdamedia nc rdacarrier Arzt (DE-588)4003157-3 gnd rswk-swf Interpersonale Kommunikation (DE-588)4129721-0 gnd rswk-swf Patient (DE-588)4044903-8 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Arzt (DE-588)4003157-3 s Patient (DE-588)4044903-8 s Interpersonale Kommunikation (DE-588)4129721-0 s Unterricht (DE-588)4062005-0 s b DE-604 Silverman, Jonathan Verfasser aut Draper, Juliet Verfasser aut Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017603163&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Kurtz, Suzanne Silverman, Jonathan Draper, Juliet Teaching and learning communication skills in medicine Arzt (DE-588)4003157-3 gnd Interpersonale Kommunikation (DE-588)4129721-0 gnd Patient (DE-588)4044903-8 gnd Unterricht (DE-588)4062005-0 gnd |
| subject_GND | (DE-588)4003157-3 (DE-588)4129721-0 (DE-588)4044903-8 (DE-588)4062005-0 |
| title | Teaching and learning communication skills in medicine |
| title_auth | Teaching and learning communication skills in medicine |
| title_exact_search | Teaching and learning communication skills in medicine |
| title_full | Teaching and learning communication skills in medicine Suzanne Kurtz ; Jonathan Silverman and Juliet Draper. Forewords by Jan van Dalen ... |
| title_fullStr | Teaching and learning communication skills in medicine Suzanne Kurtz ; Jonathan Silverman and Juliet Draper. Forewords by Jan van Dalen ... |
| title_full_unstemmed | Teaching and learning communication skills in medicine Suzanne Kurtz ; Jonathan Silverman and Juliet Draper. Forewords by Jan van Dalen ... |
| title_short | Teaching and learning communication skills in medicine |
| title_sort | teaching and learning communication skills in medicine |
| topic | Arzt (DE-588)4003157-3 gnd Interpersonale Kommunikation (DE-588)4129721-0 gnd Patient (DE-588)4044903-8 gnd Unterricht (DE-588)4062005-0 gnd |
| topic_facet | Arzt Interpersonale Kommunikation Patient Unterricht |
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