The Way We Teach Medical Students Professional Skills

Methodological quality of teaching communication skills to undergraduate medical students: a mapping review

“…Understanding when interactional skills should be administered throughout the undergraduate program could assist with course design. It may be reasonably argued that a general focus on interaction skills is introduced in the beginning of the course, with more explicit skills provided in the later years [ 33 ]. However, there is a need for evidence supporting that this is the most effective way to impart these skills if this is how they are to be incorporated in the curricula [ 34 , 35 ].…”

Methodological quality of teaching communication skills to undergraduate medical students: a mapping review

“…Understanding when interactional skills should be administered throughout the undergraduate program could assist with course design. It may be reasonably argued that a general focus on interaction skills is introduced in the beginning of the course, with more explicit skills provided in the later years [ 33 ]. However, there is a need for evidence supporting that this is the most effective way to impart these skills if this is how they are to be incorporated in the curricula [ 34 , 35 ].…”

Training medical students in HIV/AIDS test counselling: results of a randomized trial

“…The curriculum at Newcastle Medical School is based on problem‐based learning. This small‐group approach presents clinical problems with associated learning goals for students to research in order to formulate an understanding of the topic, a diagnosis and treatment plan (Carney et al 1985). Students have patient contact from the commencement of their course and in the fourth and fifth years receive interactional skills sessions that use the format described above (written package, lecture and critical review session of videos made with simulated patients) to address behavioural and cognitive skills within eight topic areas (four each year).…”

Evolution or revolution and the future of medical education: replacing the oak tree

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Methodological quality of teaching communication skills to undergraduate medical students: a mapping review

“…Understanding when interactional skills should be administered throughout the undergraduate program could assist with course design. It may be reasonably argued that a general focus on interaction skills is introduced in the beginning of the course, with more explicit skills provided in the later years [ 33 ]. However, there is a need for evidence supporting that this is the most effective way to impart these skills if this is how they are to be incorporated in the curricula [ 34 , 35 ].…”

Training medical students in HIV/AIDS test counselling: results of a randomized trial

“…The curriculum at Newcastle Medical School is based on problem‐based learning. This small‐group approach presents clinical problems with associated learning goals for students to research in order to formulate an understanding of the topic, a diagnosis and treatment plan (Carney et al 1985). Students have patient contact from the commencement of their course and in the fourth and fifth years receive interactional skills sessions that use the format described above (written package, lecture and critical review session of videos made with simulated patients) to address behavioural and cognitive skills within eight topic areas (four each year).…”

Evolution or revolution and the future of medical education: replacing the oak tree

“……”

Methodological quality of teaching communication skills to undergraduate medical students: a mapping review

“…Understanding when interactional skills should be administered throughout the undergraduate program could assist with course design. It may be reasonably argued that a general focus on interaction skills is introduced in the beginning of the course, with more explicit skills provided in the later years [ 33 ]. However, there is a need for evidence supporting that this is the most effective way to impart these skills if this is how they are to be incorporated in the curricula [ 34 , 35 ].…”

Training medical students in HIV/AIDS test counselling: results of a randomized trial

“…The curriculum at Newcastle Medical School is based on problem‐based learning. This small‐group approach presents clinical problems with associated learning goals for students to research in order to formulate an understanding of the topic, a diagnosis and treatment plan (Carney et al 1985). Students have patient contact from the commencement of their course and in the fourth and fifth years receive interactional skills sessions that use the format described above (written package, lecture and critical review session of videos made with simulated patients) to address behavioural and cognitive skills within eight topic areas (four each year).…”

Evolution or revolution and the future of medical education: replacing the oak tree

“……”