Kurtz, Suzanne M. <br/><br/>
Teaching and learning communication skills in medicine / 
Suzanne M. Kurtz, Jonathan Silverman, Juliet Draper 
 - Second edition 
 - xiv, 367 pages ; 25 cm 
<br/><br/>lncludes index 
<br/><br/>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	 
<br/><br/> A fully updated & revised edition that reflects recent developments in theoretical & conceptual approaches to communication in healthcare 
<br/><br/><label>ISBN: </label>9781857756586 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Interpersonal communication Study and teaching<br/>Physician and patient Study and teaching
<br/><br/><label>LC Class. No.: </label>R727.3  / KUR 2005