Teaching and learning communication skills in medicine / (Record no. 10722)
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| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
|---|---|
| International Standard Book Number | 9781857756586 |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | R727.3 |
| Item number | KUR 2005 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Kurtz, Suzanne M. |
| Relator term | author |
| 245 ## - TITLE STATEMENT | |
| Title | Teaching and learning communication skills in medicine / |
| Statement of responsibility, etc. | Suzanne M. Kurtz, Jonathan Silverman, Juliet Draper |
| 250 ## - EDITION STATEMENT | |
| Edition statement | Second edition |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Oxford : |
| Name of producer, publisher, distributor, manufacturer | Radcliffe Pub., |
| Date of production, publication, distribution, manufacture, or copyright notice | ♭2005 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xiv, 367 pages ; 25 cm |
| 336 ## - CONTENT TYPE | |
| Real World Object URI | text |
| Content type term | txt |
| Content type code | rdacontent |
| 337 ## - MEDIA TYPE | |
| Real World Object URI | unmediated |
| Media type term | n |
| Media type code | rdamedia |
| 338 ## - CARRIER TYPE | |
| Real World Object URI | volume |
| Carrier type term | nc |
| Carrier type code | rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | lncludes index |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Forewords vii <br/>Preface xi <br/>About this book xv <br/>About the authors xvi <br/>Acknowledgements xvii <br/>Introduction 1 (10)<br/>Part I An overview of communication skills teaching and learning 11 (94)<br/>1 The 'why': a rationale for communication skills teaching and learning<br/>13 (16)<br/>Introduction<br/>13 (1)<br/>Why teach communication skills?<br/>14 (6)<br/>Can you teach and learn communication skills?<br/>20 (5)<br/>Is the prize on offer to doctors and their patients worth the effort?<br/>25 (4)<br/>2 The 'what': defining what we are trying to teach and learn<br/>29 (28)<br/>Introduction<br/>29 (1)<br/>Why facilitators and programme directors need help with knowing what to teach<br/>30 (2)<br/>Types of communication skills and how they interrelate<br/>32 (4)<br/>The problem of separating content and process skills in teaching and learning about the medical interview<br/>33 (3)<br/>An overall curriculum of doctor-patient communication skills<br/>36 (13)<br/>The Calgary-Cambridge Observation Guide<br/>36 (2)<br/>The enhanced Calgary-Cambridge Guides<br/>38 (11)<br/>The need for a clear overall structure<br/>49 (2)<br/>Choosing the process skills to include in the communication curriculum<br/>51 (4)<br/>Summary<br/>55 (2)<br/>3 The 'how': principles of how to teach and learn communication skills<br/>57 (20)<br/>Introduction<br/>57 (1)<br/>Why take a skills-based approach to communication teaching and learning?<br/>58 (5)<br/>Which teaching and learning methods work in practice?<br/>63 (1)<br/>Why use experiential learning methods?<br/>63 (9)<br/>Why use a problem-based approach to communication skills teaching?<br/>72 (4)<br/>What place is there for more didactic teaching methods?<br/>76 (1)<br/>4 Choosing and using appropriate teaching methods<br/>77 (28)<br/>Introduction<br/>77 (1)<br/>Choosing appropriate teaching methods<br/>77 (2)<br/>Using methods from the left half of the methods continuum<br/>79 (3)<br/>Introducing cognitive material into the curriculum<br/>80 (2)<br/>Using methods from the right half of the methods continuum<br/>82 (27)<br/>Audio and video feedback<br/>83 (2)<br/>Real patients<br/>85 (3)<br/>Simulated patients<br/>88 (12)<br/>Role play<br/>100 (5)<br/>Part 2 Communication skills teaching and learning in practice 105 (104)<br/>5 Analysing interviews and giving feedback in experiential teaching sessions<br/>109 (22)<br/>Introduction<br/>109 (1)<br/>Carrying out analysis and feedback in communication skills teaching sessions<br/>109 (13)<br/>Conventional rules of feedback<br/>110 (3)<br/>Agenda-led outcome-based analysis of the consultation<br/>113 (9)<br/>Phrasing feedback effectively in communication skills teaching sessions<br/>122 (9)<br/>6 Running a session: facilitating communication skills teaching in different learning contexts<br/>131 (24)<br/>Introduction<br/>131 (1)<br/>Agenda-led outcome-based analysis in practice<br/>132 (17)<br/>Examples of how to use agenda-led outcome-based analysis in different contexts<br/>133 (16)<br/>'In-the-moment' teaching in the clinic or at the bedside<br/>149 (6)<br/>7 Running a session: facilitation tools to maximise participation and learning<br/>155 (30)<br/>Introduction<br/>155 (1)<br/>Relating facilitation to communication with patients<br/>155 (2)<br/>Strategies for maximising participation and learning<br/>157 (13)<br/>Strategies for dealing with difficulties<br/>170 (15)<br/>8 Running a session: introducing research and theory; expanding and consolidating learning<br/>185 (24)<br/>Introduction<br/>185 (1)<br/>An overview: how to introduce didactic teaching and expand and consolidate experience and discussion<br/>186 (4)<br/>Practical suggestions for introducing theory and research evidence and consolidating learning<br/>190 (19)<br/>Part 3 Constructing a communication skills curriculum 209 (96)<br/>9 Principles of designing communication skills curricula<br/>213 (20)<br/>Introduction<br/>213 (1)<br/>A conceptual framework for systematic communication training<br/>214 (2)<br/>How do we ensure that learners not only master an increasing range of skills but also retain and use them over time?<br/>216 (3)<br/>How do we select and organise the content of our communication programmes?<br/>219 (7)<br/>How do we select appropriate methods for each component of the communication programme?<br/>226 (1)<br/>How do we integrate communication with other clinical skills and the rest of the curriculum?<br/>226 (7)<br/>10 Specific issues of communication curriculum design at different levels of medical education<br/>233 (20)<br/>Introduction<br/>233 (1)<br/>Undergraduate medical education<br/>233 (6)<br/>Residency and continuing medical education<br/>239 (9)<br/>How do we co-ordinate the communication curriculum across all levels of medical education?<br/>248 (5)<br/>11 Assessing learners' communication skills<br/>253 (22)<br/>Introduction<br/>253 (1)<br/>Formative and summative assessment<br/>254 (3)<br/>What are we trying to assess?<br/>257 (1)<br/>Characteristics of assessment instruments<br/>258 (5)<br/>What form should assessments take?<br/>263 (5)<br/>What formats are available for feedback from both formative and summative evaluations?<br/>268 (4)<br/>Who does the actual assessments?<br/>272 (3)<br/>12 Enhancing faculty development for communication skills teaching<br/>275 (16)<br/>Introduction<br/>275 (1)<br/>Why is training for facilitators so important?<br/>276 (1)<br/>Enhancing facilitators' skills<br/>277 (11)<br/>How do we maximise the status and reward of undertaking such teaching?<br/>288 (3)<br/>13 Constructing a curriculum: the wider context<br/>291 (14)<br/>Introduction<br/>291 (1)<br/>Promoting the further development and acceptance of communication curricula within medical education<br/>291 (6)<br/>Looking to the future: where next?<br/>297 <br/>Appendices <br/>Appendix 1 Example of a communication curriculum<br/>305 (10)<br/>Appendix 2 The two-guide format of the Calgary-Cambridge Process Guide<br/>315 (8)<br/>Appendix 3 A protocol for writing simulated patient cases<br/>323 (6)<br/>Appendix 4 Sample OSCE marking sheets<br/>329 (6)<br/>Appendix 5 Medical skills evaluation: communication process skills<br/>335 (2)<br/>Appendix 6 Notes on using the Calgary-Cambridge Guides<br/>337 (2)<br/>References 339 (20)<br/>Index 359 (6)<br/>Author index 365 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | A fully updated & revised edition that reflects recent developments in theoretical & conceptual approaches to communication in healthcare |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Interpersonal communication Study and teaching |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Physician and patient Study and teaching |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Silverman, J |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Draper, J |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Books |
| Classification part | 727.3 |
| Item part | KUR |
| Call number prefix | R |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Inventory number | Total Checkouts | Full call number | Barcode | Date last seen | Copy number | Price effective from | Koha item type |
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| lcc | Non-fiction | Medical Library | Medical Library | General Stacks | 09/16/2022 | Purchase | 032555 | R727.3 KUR 2005 | 032555 | 09/16/2022 | C.1 | 09/16/2022 | Books |