COMMUNICATION SKILLS TEACHING SESSIONS ONE TO ONE:

A LEARNER-CENTRED APPROACH

 

INITIATING THE SESSION:††††††††††††††††††††††††††††††††††††††††††††††††††

 

Establishing initial rapport

 

Identifying the issues Ė the learnerís on-going agenda

 

 

THE EXPERIENTIAL WORK†††††††††††††††††††††††††††††††††††††††††††††

Text Box: Building the relationship

Set the scene for the experiential work

 
Text Box: Providing structure

Option to identify the learnerís agenda

 

Watch the tape or role-play

 

 

Acknowledge the learnerís feelings

 

Identify and refine the individualís††

agenda and desired outcome(s)

 

Feedback and re-rehearsal of options

 

Tape review, skills spotting

 

 

 

Introduce trainerís agenda/teaching points/generalising away

 

Check learnerís agenda has been covered

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Continue the process with the next issue or consultation

 

 

CLOSING THE SESSION†††††††††††††††††††††††††††††††††††††††††††††††††††††††

 

Rounds of what learnt

Summarise learning with frameworks/guide

 

CopyrightSM Kurtz, JD Silverman. J Draper Teaching and Learning Communication Skills in Medicine 2nd edition

Inpress