tEACH course materials

To help teachers we provide here some materials that are used in the tEACH train the trainer courses.  These focus mainly on ‘How to teach’.  So they are descriptions of methods that can be used for teaching clinical communication skills. Much more information is provided during the courses themselves. If you  have questions about these documents or feedback please email Paul Kinnersley kinnersley [at] cf [dot] ac [dot] uk.
Below an overview of the materials. This link will direct you to a page in the member area, where you can click on the document of your choice. Also on that page you find a link to the portfolio of the whole set of documents. (A portfolio gives you an overview of all the resources in a certain categorie.)
1) General principles for teaching communication skills
This gives an overall picture of why and how to teach communication skills.
2) Choosing appropriate teaching methods
This helps you choose between the various teaching methods that are available for use in the communication curriculum and explains what can we expect each different method to achieve.
3) Guidelines for creating and implementing effective workshops
The main difference between a workshop and other types of presentations (lectures, symposia, etc) is that audience members expect to do something and often undertake several different activities during the workshop session.  Workshops are highly interactive and focus on developing and/or refining specific skills or behaviors (teaching skills, communication skills, procedural skills). This is a brief summary of effective strategies for running workshops drawn from instructional design principles, literature on experiential learning and our experiences in facilitating workshops.
4) Working with simulated patients: Agenda-led Outcome Based Analysis (ALOBA)

This describes how to use Agenda-led Outcome based Analysis when you are working with simulated patients
5) Principles of constructive feedback
This describes the key methods for how to give useful, constructive feedback to learners
6) Consultation models
This describes the various models of the consultation/medical encounter that have been proposed during the last 30 years.  Some are task oriented, others are skills based and some focus on the doctor-patient relationship.
7) Key strategies to facilitate group experiential communication skills sessions
This describes the key methods for teaching communication skills to small groups.
8) Guidance for simulators (actors) on giving feedback
If simulators are asked to give feedback, they need to understand the principles of giving well-intentioned, constructive and non-judgmental feedback that will support learners and enable them to change. In addition to the principles of feedback  we have found it particularly helpful to train simulated patients to understand three possible positions that they can adopt when giving feedback and these are described here.
9) Selected References
These references help teachers consider the evidence behind their teaching and in particular what leads to clinician and/or teacher behavior change.
If you have questions to ask about how to teach communication skills we would be happy to help. Please download this form and use it to ask your questions. Then email to Paul Kinnersley kinnersley [at] cf [dot] ac [dot] uk.


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