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Manchester Medical School
Clinical Communication in the Undergrad Programme
Dr N BarrCo-Lead for Clincial Communication
Why teach communication?
Why teach communication?
• More effective consultations for both parties
• Improves: accuracy, efficiency, supportiveness; health outcomes for pts; satisfaction rates better; better therapeutic relationship
• Bridges gap between evidence-based med and individual pt choice
• Less complaints/litigation
The official context
Graduates must Communicate effectively with patients
and colleagues in a medical context Tomorrow’s Doctors GMC 2009 Sec 15, Outcomes 2: Doctor as practitioner
Models/Frameworks
• What models or frameworks of Communication do you know about?
• What do you use?
• How would a learner know you were using a model?
She’s competent but can’t communicate
If she can’t communicate, how can she be competent?
He’s nice and friendly but wouldn’t recognise a
diagnosis if it hit him in the face
Is that really the type of doctor we want to produce?
Traditional approaches
History-taking• Presenting complaint• Past medical history• Drug history• Family history• Social history• Systems review
CONTENTPatient’s perspective?
Communication skills• Building rapport• Listening skills• Open questions• Body language• Empathy
PROCESS
Calgary-Cambridge framework
Initiating
Gathering information
Physical exam
Explanation & planning
Closing
Buildrelationship
Providestructure
Adapted Calgary Cambridge frameworkInitiating the session
Gathering Information
Physical examination
Share/explain and planning
Closing the session
Providing structure
Building the relationship
Providing structure
Making the organisation overt
Attending to flow
Building the relationship
Using appropriate non verbal behaviour
Developing rapport
Involving the patient
Initiating the sessionPreparationEstablishing initial rapportIdentifying the reason for the consultation
Gathering informationExploration of the patients problems to discover theBiomedical perspective –
Sequence of events, Symptom analysisRelevant systems reviewPC/HPC, PM/SH, FH, DH, SR
Patients’ perspective ICE or FIFEBackground Information SH
Closing the session
Ensuring appropriate point of closure
Forward planning
Communication curriculum
• Cues to communication learning in PBL cases
• Reflection in portfolio
• Teaching across all 5 years of the undergraduate curriculum
• Summative and formative assessment
Underpinning principles
• Active, experiential learning• Reflection in-built with feedback• Patient-centred approach• Credible scenarios – in context• Use of input & evidence; frameworks
SPIKES
SPIKES
SettingPatient’s perceptionInvitationKnowledgeExplore emotions and empathiseStrategy and summary
Baile, Buckman et alThe Oncologist 2000, 5:302-311.
Phase 1- Years 1 & 2
Early clinical experience•Starts week one•further sessions each year – gathering information, advanced listening, responding to cues, patient’s view•Integrated with PBL, pharmacy, anatomy, consultation skills•Hospital & community visits with patients
Phase II – Year 3
• Consultation skills – taking a history and recording content
• Cultural diversity and disability• Handling own emotions• Video fback session – history taking• Audio fback session – presenting
history• Sharing information and planning
Phase II – Year 4
• Transferring interviewing to Mental health
• Breaking bad news x 3Life changing, life threatening, working
with relatives and high emotion
Phase III - Year 5
Pre exemption exam• Ethics in action • Preparation for practice as a
Foundationer Post exemption exam• End of life care
What students need
• Opportunity• Feedback on information gathering
skills, problem solving (and diagnostic thinking)
• Endorsement of the importance of the patient’s perspective
• Help to understand the psychosocial aspects of doctors role
• Consciously competent role models
How can you help?
In twos/threes
What can you do to assist the students’ learning of clinical communication in the workplace?What support would you need?