From: Cross-sectional evaluation of a longitudinal consultation skills course at a new UK medical school
All Years | How to structure the consultation. |
All Years | Importance of patient-centredness. |
All Years | Aspects of professionalism (including recognising own limits, being prepared, generally acting professionally). |
All Years | Avoiding jargon. |
All Years | Becoming more reflective. |
Year 1 | Importance of open and closed questions. |
Year 1 | Appropriate use of language and non-verbal communication. |
Year 1 | How to cope with emotions (both patients' and their own), and how to deal with stress. |
Year 2, 3 & 4 | Checking the patient's understanding. |
Year 2, 3 & 4 | Giving appropriate information with respect to both amount and type. |
Year 2, 3, 4 & 5 | Integration of process and content. |
Year 2, 3, 4 & 5 | Giving and receiving feedback. |
Year 3 | Shared decision making. |
Year 4 | How to communicate risk. |
Year 4 | Not pre-judge patients or use stereotypes. |
Year 4 | How to consult with teenagers. |
Year 4 | How to consult with children and their parents. Knowing the right type of question to ask. |
Year 4 & 5 | Shared decision making - balancing the doctor's and the patient's agenda. |
Year 4 & 5 | How to deal with three people in a consultation (triadic consultations). |
Year 4 & 5 | Appropriate use of language and non-verbal behaviour within the context of the specific areas they were covering during their sessions. |
Year 4 & 5 | How to cope with their patient's emotions and reactions, including breaking bad news. |
Year 5 | How to consult with patients with mental health problems. |