SKILLS TEACHING SESSIONS:
to one teaching in general practice
The focus here is on video teaching, but this plan could be adapted for any consultation observed by the trainer
Establishing initial rapport
and discuss how this session might fit in with the registrarís overall
a temporal plan for the session, explain the aims and signpost methods of the
helpful to have the plan of the session on a paper so that the learner can keep
a structure in their heads and what happens when
interest and concern
Identifying the learnerís ongoing agenda
anything you would particularly like to cover/look at/rehearse today?
from the last session, problems arising from last session which you would like
particular problems that your patients might be experiencing in relation to your
consulting at the moment
Introduce/revise the framework/structure/objectives and skills of the Calgary-Cambridge guide
anything here you would like to focus on today?
trainerís agenda if appropriate
Set the scene for the experiential work
Registrar and trainer together negotiate which
consultation to look at depending on whether the learner has watched the tape
(if not look at a random consultation)
Option to identifying the
Ask the learner if they would
like to tell you about the problem for them on the tape now, or whether
they would rather discuss their agenda after watching the tape.
If they do want to talk about the
consultation first; the following questions may be helpful
What would be the particular
issues or difficulties for you here that you would like to work on? (try to get
the learner to hone them down)
What would you like to practice
and refine and get feedback on
What are your personal objectives
for this session Ė put on flip chart/paper
How can I help you best
What would you like feedback on
the tape or consultation
Set up room, and make sure the
equipment is working
Suggest, if appropriate, that one
of you might look at the consultation from the patientís point of view
Both you and the learner write
down specific words and actions as an aid to descriptive feedback; if using
video, jot down exact times or counter numbers
After watching the interview,
allow the learner several moments to collect their thoughts and identify the one
or two most important points they would like to bring up in feedback, making
sure to provide a balance between what worked and what was problematical
Check/clarify any matters of
fact; eg. points at which the tape was inaudible
Trainer to consider where to
place feedback on what worked well
the learnerís feelings
do you feel?
how did that go?
Refine the individualís agenda and desired outcome
we go back to your agenda on the flipchart before the role-play? has it changed?
do you feel in general about the role-play in relation to your desired outcome?
to listen, clarify, summarize, check
Allow time for this Ė it may lead naturally onto the
Feedback and re-rehearsal
with the learner: options
me what went well, specifically in relation to the objectives that you defined?
went less well in relation to your specific objectives?
"you obviously have a clear idea of what you would like to try."
you like to have another go?
do you want feedback on?
give descriptive feedback
the learner makes a suggestions,
ask them if they would like to try this out or if
practise and re-rehearse
new techniques after your suggestions
you can try out mini roleplays or just specific phrases
make sure to balance positive and
try reverse role play
suggestions yourself/demonstrate the skills yourself when appropriate
Tape review, skills spotting,
the tape to demonstrate specific phrasing/behaviours
at the micro-skills of communication and the exact words used
in trainerís ideas and thoughts
introduce theory, research and wider discussion
Check learnerís agenda has been
with learner that his agenda has been covered
very careful to balance what worked well and what didnít work so well by the
Continue the process with the next
Rounds of what learnt
Summary from trainer, relate to
Skillscascade @2000-2002. All content is copyright by original owners.