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Calgary Cambridge model

Cynthia A Naughton
As the population ages, morbidity and mortality associated with chronic disease will increase. Some patient-centered improvements have been made in health care services, but optimal health has not been fully realized. Only when pharmacists have a holistic understanding of an individual patient, including their experience of illness and medication, can they effectively assess appropriateness, safety, efficacy, and adherence to medications and develop realistic treatment plans. When patients are involved in their care, they are better able to manage complex chronic conditions by understanding and adhering to their plan of care...
February 13, 2018: Pharmacy (Basel, Switzerland)
Catherine Bruen, Clarence Kreiter, Vincent Wade, Teresa Pawlikowska
Experience with simulated patients supports undergraduate learning of medical consultation skills. Adaptive simulations are being introduced into this environment. The authors investigate whether it can underpin valid and reliable assessment by conducting a generalizability analysis using IT data analytics from the interaction of medical students (in psychiatry) with adaptive simulations to explore the feasibility of adaptive simulations for supporting automated learning and assessment. The generalizability (G) study was focused on two clinically relevant variables: clinical decision points and communication skills...
2017: Advances in Medical Education and Practice
Marie Donnelly, Daphne Martin
In carrying out a holistic palliative care assessment the palliative care clinical nurse specialist needs to develop the knowledge and skill of history taking and health assessment to make safe and competent decisions with patients regarding the future management of their care. This article examines this process in making a differential diagnosis with particular reference to the respiratory physical examination of a patient with a history of lung cancer using the Calgary-Cambridge Model. The model gives structure to the preparation, history taking, and physical examination (inspection, palpation, percussion and auscultation) before explaining, planning and closing the consultation, while considering the palliative patient's and family's individual wishes and goals...
December 8, 2016: British Journal of Nursing: BJN
Ryane E Englar, Melanie Williams, Kurt Weingand
Effective communication in health care benefits patients. Medical and veterinary schools not only have a responsibility to teach communication skills, the American Veterinary Medical Association (AVMA) Council on Education (COE) requires that communication be taught in all accredited colleges of veterinary medicine. However, the best strategy for designing a communications curriculum is unclear. The Calgary-Cambridge Guide (CCG) is one of many models developed in human medicine as an evidence-based approach to structuring the clinical consultation through 71 communication skills...
2016: Journal of Veterinary Medical Education
S Potvin, G Aubin, E Stip
OBJECTIVES: Given the extent, magnitude and functional significance of the neurocognitive deficits of schizophrenia, growing attention has been paid recently to patients' self-awareness of their own deficits. Thus far, the literature has shown either that patients fail to recognize their cognitive deficits or that the association between subjective and objective cognition is weak in schizophrenia. The reasons for this lack of consistency remain unexplained but may have to do, among others, with the influence of potential confounding clinical variables and the choice of the scale used to measure self-awareness of cognitive deficits...
February 2017: L'Encéphale
Johanna Sommer, Cédric Lanier, Noelle Junod Perron, Mathieu Nendaz, Diane Clavet, Marie-Claude Audétat
OBJECTIVE: The aim of this study was to develop a descriptive tool for peer review of clinical teaching skills. Two analogies framed our research: (1) between the patient-centered and the learner-centered approach; (2) between the structures of clinical encounters (Calgary-Cambridge communication model) and teaching sessions. METHOD: During the course of one year, each step of the action research was carried out in collaboration with twelve clinical teachers from an outpatient general internal medicine clinic and with three experts in medical education...
April 2016: Patient Education and Counseling
Young Hee Lee, Young-Mee Lee
PURPOSE: Communication is a core clinical skill that can be taught and learned. The authors intended to develop a patient-doctor communication model for teaching and assessing undergraduate medical students in Korea. METHODS: To develop a model, literature reviews and an iterative process of discussion between faculty members of a communication skills course for second year medical students were conducted. The authors extracted common communication skill competencies by comparing the Kalamazoo Consensus Statement, SEGUE framework communication skills, the Calgary Cambridge Observation Guides, and previous communication skills lists that have been used by the authors...
September 2010: Korean Journal of Medical Education
Laura N Nguyen, Kim Tardioli, Matthew Roberts, James Watterson
INTRODUCTION: As residency training requirements increasingly emphasize a competency-based approach, novel tools to directly evaluate Canadian Medical Education Directives for Specialists (CanMEDS) competencies must be developed. Incorporating simulation allows residents to demonstrate knowledge and skills in a safe, standardized environment. We describe a novel hybrid simulation station for use in a urology resident in-training Objective Structured Clinical Exam (OSCE) to assess multiple CanMEDS competencies...
January 2015: Canadian Urological Association Journal, Journal de L'Association des Urologues du Canada
Jenni Burt, Gary Abel, Natasha Elmore, John Campbell, Martin Roland, John Benson, Jonathan Silverman
OBJECTIVES: To investigate initial reliability of the Global Consultation Rating Scale (GCRS: an instrument to assess the effectiveness of communication across an entire doctor-patient consultation, based on the Calgary-Cambridge guide to the medical interview), in simulated patient consultations. DESIGN: Multiple ratings of simulated general practitioner (GP)-patient consultations by trained GP evaluators. SETTING: UK primary care. PARTICIPANTS: 21 GPs and six trained GP evaluators...
March 6, 2014: BMJ Open
Helena Salminen, Nabil Zary, Karin Björklund, Eva Toth-Pal, Charlotte Leanderson
BACKGROUND: Primary care is an integral part of the medical curriculum at Karolinska Institutet, Sweden. It is present at every stage of the students' education. Virtual patients (VPs) may support learning processes and be a valuable complement in teaching communication skills, patient-centeredness, clinical reasoning, and reflective thinking. Current literature on virtual patients lacks reports on how to design and use virtual patients with a primary care perspective. OBJECTIVE: The objective of this study was to create a model for a virtual patient in primary care that facilitates medical students' reflective practice and clinical reasoning...
2014: Journal of Medical Internet Research
Sapna Patel Kuehl
Effective physician patient communication is essential to best practice in medicine. Good communication with patients is critical in making the right diagnosis, improving compliance and overall outcomes for our patients (as well as improving physician satisfaction.) Communication skills can be learned and need to be taught, practiced and given the same emphasis as other core competencies in medicine. The focus of this article is on the Calgary-Cambridge Model for physician patient communication in the context of a medical interview...
2011: Journal of Community Hospital Internal Medicine Perspectives
Jette Ammentorp, Janus Laust Thomsen, Dorte Ejg Jarbøl, René Holst, Anne Lindebo Holm Øvrehus, Poul-Erik Kofoed
BACKGROUND: The accuracy of self-assessment has been questioned in studies comparing physicians' self-assessments to observed assessments; however, none of these studies used self-efficacy as a method for self-assessment. The aim of the study was to investigate how medical students' perceived self-efficacy of specific communication skills corresponds to the evaluation of simulated patients and observers. METHODS: All of the medical students who signed up for an Objective Structured Clinical Examination (OSCE) were included...
2013: BMC Medical Education
Daniel P Edgcumbe, Jonathan Silverman, John Benson
OBJECTIVE: To examine the validity and utility of the Explanation and Planning Scale (EPSCALE) instrument, a widely used scale for teaching and assessment of explanation and planning skills used by clinicians during the medical interview. METHODS: Data obtained across 4 OSCE stations during medical student final MB examinations. Exploratory factor analysis, using a single factor and two factor models (based on prior theory) and a six factor empirical model, suggested by parallel analysis...
April 2012: Patient Education and Counseling
Alexia Papageorgiou, Susan Miles, Michelle Fromage, Julie Kemmy, Sam J Leinster
BACKGROUND: Good communication is a crucial element of good clinical care, and it is important to provide appropriate consultation skills teaching in undergraduate medical training to ensure that doctors have the necessary skills to communicate effectively with patients and other key stakeholders. This article aims to provide research evidence of the acceptability of a longitudinal consultation skills strand in an undergraduate medical course, as assessed by a cross-sectional evaluation of students' perceptions of their teaching and learning experiences...
August 8, 2011: BMC Medical Education
Fok-Han Leung, Dawn Martin, Helen Batty
PROBLEM: Residents requiring remediation are often deficient in communication skills, namely clinical interviewing skills. Residents have to digest large amounts of knowledge, and then apply it in a clinical interview. The patient-centered approach, as demonstrated in the Calgary-Cambridge model and Martin's Map, can be difficult to teach. Before implementing a remediation curriculum, the theoretical educational underpinnings must be sound; curriculum evaluation is often expensive. Before establishing metrics for curriculum evaluation, a starting point is to perform a mental experiment to test theoretical adherence...
December 2009: Medical Teacher
Susan Gillard, John Benson, Jonathan Silverman
BACKGROUND: The second half of the consultation (explanation and planning) has been described as neglected in communication skills teaching in medical schools, with programmes concentrating on information gathering. AIMS: To identify the extent and ways in which explanation and planning is taught in medical schools in the United Kingdom. METHODS: Questionnaire mailed to consultation teaching leads. RESULTS: Teaching in explanation and planning occurred in 32/32 medical schools...
April 2009: Medical Teacher
Peter H Harasym, Wayne Woloschuk, Leslie Cunning
Physician-patient communication is a clinical skill that can be learned and has a positive impact on patient satisfaction and health outcomes. A concerted effort at all medical schools is now directed at teaching and evaluating this core skill. Student communication skills are often assessed by an Objective Structure Clinical Examination (OSCE). However, it is unknown what sources of error variance are introduced into examinee communication scores by various OSCE components. This study primarily examined the effect different examiners had on the evaluation of students' communication skills assessed at the end of a family medicine clerkship rotation...
December 2008: Advances in Health Sciences Education: Theory and Practice
Margaret C Watson, Jennifer Cleland, Jackie Inch, Christine M Bond, Jill Francis
CONTEXT: Medicine counter assistants (MCAs) supply the majority of non-prescription medicines (NPMs) to consumers. Suboptimal communication during consultations between consumers and MCAs has been identified as a major cause of inappropriate supply. Evidence from medical consultations suggests that training in specified communication skills can change professional behaviour. METHODS: A feasibility study was conducted to evaluate the effect of theory-based communication skills training for MCAs...
May 2007: Medical Education
Cindy L Adams, Suzanne M Kurtz
Communication is a core clinical skill of veterinary medicine and one that needs to be taught and learned to the same degree as other clinical skills. To provide this education and essential expertise, veterinary schools in many countries, especially including North America, the United Kingdom, and Australia, have begun to develop programs and communication curricula. Human medical education, however, has 30 years' experience in developing communication curricula, and is thus an excellent resource upon which veterinary educators can build and shape their own communication programs...
2006: Journal of Veterinary Medical Education
Suzanne Kurtz
Drawing on extensive evidence and experience in human medicine, this article offers a practical conceptual framework for thinking more precisely about how to teach and learn communication systematically and intentionally in veterinary medicine. The overarching goal is to promote the development of communication programs so as to improve communication in veterinary practice to a professional level of competence. A three-part conceptual framework is presented that first explores the rationale behind teaching and learning communication, including the evidence base regarding the impact of communication on clinician-client interactions and outcomes of care and the research on teaching and learning communication skills in medicine...
2006: Journal of Veterinary Medical Education
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