Communication and the Education of Health Professionals: a disciplinary overview

Mosley, Philip

doi:10.3109/01421598809006618

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…Such resistance to change can be very difficult to overcome and may result in subtle forms of sabotage of CST! Thirdly, there is the attitude of scepticism towards any social (seen as `soft') science input, given what Mosley (1988, p. 327) identified as: `both the scientific intensiveness of most courses and the scepticism of some of the more traditionally minded faculty members'. Wakeford (1983) attributed this hostility to the fact that CST is viewed as being propounded by a group from without the medical profession (i.e.…”

Section: Discussionmentioning

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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Section: Discussionmentioning

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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Informed consent and Huntington disease: A model for communication

Sharpe¹

1994

Am. J. Med. Genet.

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American and Canadian professional accreditation standards for medical genetics, and genetic counseling require certain abilities with regard to "communication." What remains unclear is how such standards are to be interpreted in terms of appropriate clinical protocols, objectives, and values. These issues have significant medical and legal implications, particularly with regard to medical malpractice. From the perspective of genetic testing for Huntington disease, this paper identifies those clinical objectives and practices which may be described as constituting the appropriate standard of care for "communication," and informed consent.

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Communication and the Education of Health Professionals: a disciplinary overview

Cited by 2 publications

References 8 publications

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

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

Informed consent and Huntington disease: A model for communication

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