Communicating well in general practice

Mar, Chris B Del

doi:10.5694/j.1326-5377.1994.tb138240.x

Cited by 10 publications

(4 citation statements)

References 35 publications

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“…Medical communication skills, such as attending, listening, responding, probing and challenging, openended and closed questioning, demonstrating empathy, and building rapport (Egan 1990) are recognized as fundamental to effective health care (Del Mar 1994). Because of the importance of these skills, many medical schools have implemented training programmes designed to develop medical communication skills in their students, as recommended in Australia by Doherty (1988).…”

Section: Introductionmentioning

confidence: 99%

Language background, English language proficiency and medical communication skills of medical students

1997

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Associations between language background, English language proficiency and medical communication skills were investigated in a group of 149 third year undergraduate medical students studying at an Australian university. Written and aural English proficiency were assessed with the Screening Test for Adolescent Language (STAL). Medical communication skills and the fluency of spoken language were scored during an Observed Structured Clinical Interview (OSCI), rated by a standardized patient and a clinician. An association was found between language background, performance on the STAL and spoken language proficiency. Satisfactory performance in medical communication skills was not associated with language background or overall performance on the STAL. In this study it was the global rating of unsatisfactory spoken language fluency that was associated with poorer performance in medical communication skills under examination conditions.

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Section: Introductionmentioning

confidence: 99%

Language background, English language proficiency and medical communication skills of medical students

1997

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“…However, there is also evidence that skills can be taught which can ameliorate these communication problems (Ley 1983; Ley 1988; Brown et al 1989; Bird & Cohen‐Cole 1990; Del Mar 1994). These skills can be categorized according to their basic function in the consultation and include:…”

Section: Introductionmentioning

confidence: 99%

“…However, there is also evidence that skills can be taught which can ameliorate these communication problems (Ley 1983;Ley 1988;Brown et al 1989;Bird & Cohen-Cole 1990;Del Mar 1994). These skills can be categorized according to their basic function in the consultation and include: Skills for information gathering, so that the information obtained from patients is comprehensive and reliable, thereby increasing diagnostic accuracy.…”

Section: Introductionmentioning

confidence: 99%

Effective teaching of communication skills for medical practice: selecting an appropriate clinical context

Sanson‐Fisher

Cockburn

1997

Medical Education

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Increasingly, courses in communication skills are being incorporated into medical training. In order for communication skills to be effectively maintained in post-training medical practice, they must be taught within an appropriate clinical context. The present paper describes and provides rationale for seven criteria by which to select clinical issues which are appropriate foci for communication skills courses. The criteria are: (1) the issue must be one which is encountered frequently in clinical practice; (2) the issue must be associated with a high burden of illness; (3) there must be evidence that practitioners need to improve skills for dealing with the issue; (4) there must be an intervention, of which communication skills are an integral component, that is demonstrably effective for dealing with the clinical issue; (5) the intervention must represent a cost-effective means of dealing with the issue; (6) the intervention must be acceptable to doctors and be able to be incorporated into routine medical practice; (7) the intervention must be acceptable to patients. Examples of clinical issues which fit these criteria are given in the paper and include smoking, hazardous alcohol consumption, non-adherence to treatment instructions, overdue cervical screening, inappropriate diet, recovery from medical interventions, and breaking bad news to patients.

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“…Speci®c features of communication which are problematic have been identi®ed and reported (Maguire 1984;Davis & Fallow®eld 1991;Simpson et al 1991;Abraham & Shanley 1992;Del Mar 1994). In general it would appear that problems which arise centre around de®ciencies in ®ve major areas that have to do with gathering adequate and accurate information; providing suf®cient, comprehensible information and, where appropriate, doing so sensitively with an awareness of the potential for causing patient distress; failing to listen to patients' concerns; being negligent of patients' psychosocial needs, and, ®nally, failing to engage effectively in`relationship work' to the detriment of the establishment of mutually acceptable interpersonal associations with patients (Dickson et al 1997).…”

Section: Introductionmentioning

confidence: 99%

A survey of communication skills training in UK Schools of Medicine: present practices and prospective proposals

et al. 1998

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It is now widely accepted that effective interpersonal communication is at the heart of quality health care delivery but that current standards in medicine must be improved (Numann 1988; Cowan et al. 1992). One approach acknowledged by the General Medical Council (1991) devotes more attention during training to the theme of communication, and quite significant modifications of the undergraduate medical curriculum are presently taking place. This article documents the results of a postal survey of the 26 UK Schools of Medicine, designed to illuminate current practices and future plans in respect of communication skills training (CST). As such, it takes advantage of the present period of ongoing curricular innovation and change to extend and update earlier reviews (Whitehouse 1991; Frederikson & Bull 1992). A total of 19 responses was received. Following preliminary analysis, the four schools who had already implemented their new curriculum were selected for further in-depth investigation by means of telephone interviews. In addition to reporting frequencies and percentages for responses to questions, cross-tabulations were carried out to explore relationships between certain of the findings. Apart from some consistency in CST teaching methods adopted, the overall picture to emerge is one of considerable variability in such areas as course content, timing, duration and assessment. Foremost among the difficulties encountered in implementing CST appeared to be lack of adequate physical resources and suitably trained staff. Future plans were often sketchy and inchoate. Results are discussed and tentative recommendations for the further development of CST in the medical curriculum proffered.

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Communicating well in general practice

Cited by 10 publications

References 35 publications

Language background, English language proficiency and medical communication skills of medical students

Language background, English language proficiency and medical communication skills of medical students

Effective teaching of communication skills for medical practice: selecting an appropriate clinical context

A survey of communication skills training in UK Schools of Medicine: present practices and prospective proposals

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