Teaching and learning communication skills in medicine /
Suzanne Kurtz, Jonathan Silverman, and Juliet Draper.
2nd ed. / forewords by Jan van Dalen and Frederic W. Platt.
Oxford ; San Francisco : Radcliffe Pub., c2005.
xiv, 367 p. ; 25 cm.
1857756584 (pbk.), 9781857756586 (pbk.)
More Details
Oxford ; San Francisco : Radcliffe Pub., c2005.
1857756584 (pbk.)
9781857756586 (pbk.)
general note
Companion book to: Skills for communicating with patients / Jonathan Silverman, Suzanne Kurtz, and Juliet Draper. 2nd ed. 2005.
catalogue key
Includes bibliographical references (p. [339]-358) and indexes.
A Look Inside
About the Author
Author Affiliation
Suzanne Kurtz: Professor of Communication, Faculties of Education and Medicine, University of Calgary, Alberta, Canada Jonathan Silverman: Associate Clinical Dean and Director of Communication Studies, School of Clinical Medicine, University of Cambridge, UK Juliet Draper: Director, Eastern Deanery Cascade Communication Skills Teaching Project, UK
This item was reviewed in:
SciTech Book News, March 2005
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Long Description
This book and its companion, Skills for Communicating with Patients, Second Edition, provide a comprehensive approach to improving communication in medicine. Fully updated and revised, and greatly expanded, this new edition examines how to construct a skills curricular at all levels of medical education and across specialties, documents the individuals skills that form the core content of communication skills teaching programmes, and explores in depth the specific teaching, learning and assessment methods that are currently used within medical education. Since their publication, the first edition of this book and its companion Skills for Communicating with Patients, have become standards texts in teaching communication skills throughout the world, 'the first entirely evidence-based textbooks on medical interviewing. It is essential reading for course organizers, those who teach or model communication skills, and program administrators.
Bowker Data Service Summary
A fully updated & revised edition that reflects recent developments in theoretical & conceptual approaches to communication in healthcare.
Table of Contents
Forewordsp. vii
Prefacep. xi
About this bookp. xv
About the authorsp. xvi
Acknowledgmentsp. xvii
Introductionp. 1
An overview of communication skills teaching and learningp. 11
The 'why': a rationale for communication skills teaching and learningp. 13
Introductionp. 13
Why teach communication skills?p. 14
Can you teach and learn communication skills?p. 20
Is the prize on offer to doctors and their patients worth the effort?p. 25
The 'what': defining what we are trying to teach and learnp. 29
Introductionp. 29
Why facilitators and programme directors need help with knowing what to teachp. 30
Types of communication skills and how they interrelatep. 32
The problem of separating content and process skills in teaching and learning about the medical interviewp. 33
An overall curriculum of doctor-patient communication skillsp. 36
The Calgary-Cambridge Observation Guidep. 36
The enhanced Calgary-Cambridge Guidesp. 38
The need for a clear overall structurep. 49
Choosing the process skills to include in the communication curriculump. 51
Summaryp. 55
The 'how': principles of how to teach and learn communication skillsp. 57
Introductionp. 57
Why take a skills-based approach to communication teaching and learning?p. 58
Which teaching and learning methods work in practice?p. 63
Why use experiential learning methods?p. 63
Why use a problem-based approach to communication skills teaching?p. 72
What place is there for more didactic teaching methods?p. 76
Choosing and using appropriate teaching methodsp. 77
Introductionp. 77
Choosing appropriate teaching methodsp. 77
Using methods from the left half of the methods continuump. 79
Introducing cognitive material into the curriculump. 80
Using methods from the right half of the methods continuump. 82
Audio and video feedbackp. 83
Real patientsp. 85
Simulated patientsp. 88
Role playp. 100
Communication skills teaching and learning in practicep. 105
Analysing interviews and giving feedback in experiential teaching sessionsp. 109
Introductionp. 109
Carrying out analysis and feedback in communication skills teaching sessionsp. 109
Conventional rules of feedbackp. 110
Agenda-led outcome-based analysis of the consultationp. 113
Phrasing feedback effectively in communication skills teaching sessionsp. 122
Running a session: facilitating communication skills teaching in different learning contextsp. 131
Introductionp. 131
Agenda-led outcome-based analysis in practicep. 132
Examples of how to use agenda-led outcome-based analysis in different contextsp. 133
'In-the-moment' teaching in the clinic or at the bedsidep. 149
Running a session: facilitation tools to maximise participation and learningp. 155
Introductionp. 155
Relating facilitation to communication with patientsp. 155
Strategies for maximising participation and learningp. 157
Strategies for dealing with difficultiesp. 170
Running a session: introducing research and theory; expanding and consolidating learningp. 185
Introductionp. 185
An overview: how to introduce didactic teaching and expand and consolidate experience and discussionp. 186
Practical suggestions for introducing theory and research evidence and consolidating learningp. 190
Constructing a communication skills curriculump. 209
Principles of designing communication skills curriculap. 213
Introductionp. 213
A conceptual framework for systematic communication trainingp. 214
How do we ensure that learners not only master an increasing range of skills but also retain and use them over time?p. 216
How do we select and organise the content of our communication programmes?p. 219
How do we select appropriate methods for each component of the communication programme?p. 226
How do we integrate communication with other clinical skills and the rest of the curriculum?p. 226
Specific issues of communication curriculum design at different levels of medical educationp. 233
Introductionp. 233
Undergraduate medical educationp. 233
Residency and continuing medical educationp. 239
How do we co-ordinate the communication curriculum across all levels of medical education?p. 248
Assessing learners' communication skillsp. 253
Introductionp. 253
Formative and summative assessmentp. 254
What are we trying to assess?p. 257
Characteristics of assessment instrumentsp. 258
What form should assessments take?p. 263
What formats are available for feedback from both formative and summative evaluations?p. 268
Who does the actual assessments?p. 272
Enhancing faculty development for communication skills teachingp. 275
Introductionp. 275
Why is training for facilitators so important?p. 276
Enhancing facilitators' skillsp. 277
How do we maximise the status and reward of undertaking such teaching?p. 288
Constructing a curriculum: the wider contextp. 291
Introductionp. 291
Promoting the further development and acceptance of communication curricula within medical educationp. 291
Looking to the future: where next?p. 297
Example of a communication curriculump. 305
The two-guide format of the Calgary-Cambridge Process Guidep. 315
A protocol for writing simulated patient casesp. 323
Sample OSCE marking sheetsp. 329
Medical skills evaluation: communication process skillsp. 335
Notes on using the Calgary-Cambridge Guidesp. 337
Referencesp. 339
Indexp. 359
Author indexp. 365
Table of Contents provided by Rittenhouse. All Rights Reserved.

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