Table 1 Application of the seven teaching principals

Use a skills-based approach, as opposed to an exclusively didactic approach

Exercises during which students were engaged and challenged directly were included

Use clinically relevant scenarios

Scenarios that were relevant to both, dentists and physicians were included

Allow for self-assessment by students

Students were encouraged to assess their own performance based on videos filmed during exercises

Use videotaping method

This method was used mainly for the purpose of self-reflection and –assessment

Use simulated patients with expertise in a variety of clinical roles and in the monitoring of student performance and the delivery of feedback

Simulation patients were used specifically for feedback purposes and to give students the opportunity to experiment with the various communication techniques learned during the course

Use an integrated teaching team comprising health sciences staff and human sciences disciplines

The course curriculum was developed by a team of medical and psychological experts in the field of communication; however, the course was taught by one person only, a psychologist

Ensure small groups for optimal student learning

Maximum group size was at 14 participants