Course Outline:

Intensive Communication Skills

Course Outline:

Intensive Communication Skills

Course Title

Intensive Communication Skills

Course Duration

Half Day Course

Course details to follow soon

Course Title

Intensive Communication Skills

Course Duration

One Day Course

Course details to follow soon

Course Title

Intensive Communication Skills

Course Duration

Two Day Course

Introduction

Doctors, nurses and other clinicians can change their consultation behaviour in ways that:

  • Improve clinical outcomes for patients
  • Improve satisfaction for both patient and clinician
  • Promote effective use of clinician’s time
  • Reduce medico-legal risk

Research makes it clear that learner behaviour change requires practice, observation, feedback and rehearsal. Calgary Cambridge is the most comprehensive learning framework available – combining evidence of skills that matter, learning using best evidenced teaching methods.

Several Speciality Training Committees have mandated our skills based training for SpRs. Most college exams now test this competence. Revalidation against the principles of “Good Medical Practice” is expected to require evidence of skill development in this domain.

Course Description

The course is aimed at front line clinicians (doctors, nurses, allied clinical professionals).

It will also be valuable to those who have to teach or advise re. the clinical consultation (e.g. GP Trainers, Appraisers, Hospital Educators, Nurse Educators etc.). We:-

  • Build consultation skills of participants using the Calgary Cambridge skills framework.
  • Develop an individual learning agenda for each individual, focusing on developing a small number of skills of relevance to their own practice
  • Lead participants to working mastery of the Calgary Cambridge framework and be able to use it after the course to continue self-improvement
  • (For educators) achieve sufficient mastery of the teaching framework for participants to be able to use it accurately in their own teaching or educational roles
  • Can address individual learning needs (whether identified via RITA or other)