Teaching and Learning Communication Skills in MedicineThis book is a brilliant blend of health policy and nursing practice. It identifies the forces that have dominated change in the national health systems of industrialised countries - the shift of priorities from hospital to ambulatory care, the vast expansion in modern technology, the rise in expenditures and efforts at cost-containment, the renewed emphasis on disease prevention and health promotion. At the same time, this book brings to life the impact of these forces and the actual practice of nursing, demonstrating how 'technology' and 'caring' can be harmonised. It shows through international case studies ways for nurses to maximise their contribution to patient care and to contribute to the improved effectiveness of national health systems.' Milton I Roemer, in the Foreword |
Contents
The need for a structure | 20 |
Why take a skillsbased approach to communication teaching and learning? | 33 |
Why use a problembased approach to communication skills teaching? | 46 |
Copyright | |
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achieve agenda agenda-led appropriate areas attitudes behaviour Calgary Calgary-Cambridge observation guide Chapter clinical skills communicating with patients communication course communication curriculum communication programmes communication skills programmes communication skills teaching communication teaching communication training consultation continuing medical education core skills defensiveness descriptive feedback didactic difficulties discussion doctors evaluation experience experiential learning experiential methods explanation and planning explore facilitators and learners feel focus formative assessment group members helical important improve interviewing skills Kurtz learn communication skills medical education medical interview medical school Medical Skills medical students medicine munication non-verbal outcome-based analysis outcomes participants physical examination physicians practice problem-based learning programme directors questions real patients rehearsal research evidence residency role play simulated patients skills-based small-group specific communication issues standardized patients structure suggestions summative assessment supportive climate tape teaching and learning teaching sessions tion undergraduate understanding University of Calgary videotape