Program
Teaching Methods

The curriculum consists of a variety of learning methods. These include:

• Interactive lectures - short lectures on relevant theories and research, followed by questions and discussion
• Videotapes - videotapes of physicians communicating with patients
• Videotaped interviews - a selection of learners' own videotaped interviews with patients that can be used as a basis for self assessment and problem solving
• Peer Role-play - rehearsal of ways of communicating with patients
• Simulated patients - rehearsal of ways of communicating by observing role-plays and interacting with simulated patients
• Feedback - ongoing observation and evaluation of communication skills by peers, tutors and simulated patients
• Reading Texts - materials related to relevant strategies and research

Extensive use is also made of practice and re-rehearsal of interviews using simulated patients and peers. In some instances, learners’ interviews are also videotaped. A further method, referred to as Agenda-Led Outcome-Based Analysis (ALOBA) is used for learners who have clinical experience. Before participating in a small group communication skills training session, learners are asked think of challenging communication skills cases they have encountered in their clinical experience to bring the group. Each learner presents their case and the group decides on which cases to work on and role play with a simulated patient. . A physician educator with expertise in teaching communication skills facilitates the session using the ALOBA method. The principles of ALOBA facilitation are as follows (Kurtz S, Silverman J, Draper J. Teaching and Learning Communication Skills in Medicine. 2nd Edition. Radcliffe Publishing: Oxford, 2005).:

• Start with the learner's agenda
• Look at the outcomes learner and patient are trying to achieve
• Encourage self assessment and self problem solving first
• Involve the whole group in problem solving
• Use descriptive feedback to encourage a non-judgmental approach
• Provide balanced feedback
• Make offers and suggestions; generate alternatives
• Rehearse suggestions
• Be well-intentioned, valuing and supportive
• Value the interview as a gift of raw material for the group
• Opportunistically introduce theory, research evidence and wider discussion
• Structure and summarise learning so that a constructive end point is reached