Modules
- Year 1
- Year 2
- Introduction to Year 2 and Year Outcomes
- Cardiorespiratory 2
- Metabolism 2
- Brain and Behaviour 2
- Human Development 2
- Human Sciences and Public Health 2
- Locomotor 2
- Cancer Week
- Moving and Handling Training
- Year 2 Lifesaver Programme
- Clinical Communication Skills
- Medicine in Society 2
- Extended Patient Contact
- Student Selected Component (SSC)
- Year 3
- Introduction to Year 3 and Year Outcomes
- Clinical Science and Professionalism (Weeks 1-3)
- Cardiovascular, Respiratory and Haematology (CR3)
- Gastroenterology and Cancer (MET3A)
- Public Health
- Endocrinology and Renal Medicine (MET3B)
- General Practice and Community Care
- Student Selected Component (SSC)
- Clinical and Communication Skills
- Year 4
- Introduction and Year 4 Outcomes
- Obstetrics and Gynaecology
- Child Health
- HIV & Sexual Health
- Musculoskeletal
- Health Care of the Elderly
- Neuroscience
- Dermatology
- General Practice and Community Care
- Psychiatry
- Ear, Nose and Throat
- Global Health and Ethics
- Ophthalmology
- Clinical & Communication Skills
- Student Selected Component (SSC)
- Year 5
- Introduction to Year 5 and Year Outcomes
- Teaching Week 1
- Teaching Week 2
- Anaesthesia & ITU (AN & ITU)
- Breaking Bad News
- Clinical Pharmacology & Therapeutics
- Community Care
- Doctors as Teachers and Educators (DATE)
- Emergency Medicine (EMERG MED)
- General (Internal) Medicine (G(I)M)
- Immediate Life Support (ILS)
- Student Assistantship
- Simulation
- Surgery
- Student Selected Component (SSC)
- Year GEP 1
Year 1 CCS1: Clinical Communication Skills
- Prof Annie Cushing
- a.m.cushing@qmul.ac.uk
Sessions
- Introduction to Communication in Healthcare
- Discuss the case for improving communication in healthcare.
- Describe what is meant by patient-centred communication.
- Explain the importance of exploring the consequences of ill health on patients’ lives, their means of coping, their health beliefs and their experiences and expectations of health services.
- Describe a range of models of communication which provide a framework for promoting good communication
- Appreciate the purpose and structure of a medical history.
- Appreciate the importance of reflection and development of self-awareness in relation to learning communication skills.
- Clinical Skills: Respiratory
- Carry out respiratory examination with due consideration of professional values: hand-washing, introduction, requesting permission, thanking patient, considering patient comfort
- Carry out the following examinations: deformities, scars, drains, respiratory effort, coughs, sneezes, wheezes, sputum, respiraory rate, lymph nodes, trachea, chest expansion, percussion, vocal fremitus
- Clinical Skills: Abdomen
- Carry out abdominal examination with due consideration of professional values: hand-washing, introduction, requesting permission, thanking patient, considering patient comfort
- Carry out the following examinations: inspection of abdomen; palpation and percussion for liver and spleen, balloting for kidneys, listening for bowel sounds
- Clinical Skills: Neuro Limbs
- carry out examination with due consideration of professional values: hand-washing, introduction, requesting permission, thanking patient, considering patient comfort.
- Examine patient for upper limb tone, lower limb tone, upper limb power, lower limb power, biceps tendon reflex, patellar tendon reflex
- Clinical Skills: Cranial Nerves
- Carry out examination with due consideration of professional values: hand-washing, introduction, requesting permission, thanking patient, considering patient comfort
- Carry out competent performance of: visual field examination by confrontation, eye movement examination, facial muscles examination and examinationm of the trigeminal and facial nerves
- Clinical Skills: Cardiovascular
- Carry out cardiovascular examination with due consideration of professional values: hand-washing, introduction, requesting permission, thanking patient, considering patient comfort
- Carry out the following measurements using appropriate techniques: radial and brachial pulses, systolic and diastolic pulses, Korotkoff sound interpretation, JVP, apex beat, carotid pulse, dorsalis pedis pulse, posterior tibial pulse
- Examine feet for peripheral oedema
- Clinical Skills: Joints
- Carry out examination with due consideration of professional values: hand-washing, introduction, requesting permission, thanking patient, considering patient comfort
- Undertake patient examination, including visual assessment of patient wellness; feet to face examination; clinical clues evaluation; assessment of vitals
- Examine the knee including visual observation, feel, move, testing and function
- Examine the elbow including visual observation, feel, move, special testing and function
- Communication & Diversity
- Consider diversity in the context of GMC Duties of a Doctor
- To recognise the importance of cultural factors as they affect equality of access, patient care and safety
- To increase awareness of our cultural influences and what the practitioner and patient brings to the medical encounter
- Create a learning environment of interest, enthusiasm, curiosity, respect and safety to share, if you want to, your views, experiences and knowledge
- Communication with People with Hearing Impairment
- Explain the Disability Discrimination Act and its purpose
- Describe the prevalence and pattern of hearing impairment in the population
- Describe methods of working with hard of hearing people including lip reading, hearing aids and signing
- Describe what is meant by deaf culture and the implications of this for communicating with people who have a hearing impairment.
- Describe the principles of British Sign Language and be understood using basic signs.
- Identify ways of enhancing communication with people who have a hearing impairment.
- Communication with People with Visual Impairment
- Explain the Disability Discrimination Act and its purpose.
- Describe the prevalence and pattern of vision impairment in the population.
- Describe how visual impairment affects blind and partially sighted people.
- Offer practical hands on assistance to individual blind and partially sighted people in the (RNIB) recommended manner.
- Identify ways of enhancing communication with people who have a hearing or vision impairment.
- Know causes of global blindness.
- Know causes of adult blindness in the UK.
- Know causes of childhood blindness in the UK.
- Know of strategies for improving function with cerebral visual impairment.
- SDL : E-learning Module - Initiating the Consultation
- SDL : E-learning Module - Information Gathering and History Taking
- SDL : E-learning Module - Explanation and Planning
- SDL : E-learning Module - Building the Relationship
- SDL : E-learning Module - Structuring the Consultation
- SDL : E-learning Module - Introduction to Effective Clinical Communication
- SDL : E-learning Module - Closing the Consultation
- Workshop 1: Patient-centred Communication
- Identify appropriate professional behaviour in relation to interactions with patients and colleagues.
- Identify barriers and enablers to effective communication and recognise the responsibility that health care professionals have in overcoming barriers.
- Demonstrate an awareness of the patient’s/relatives concerns and how these might be presented.
- Recognise and respond to patient’s cues.
- Negotiate patients’ consent to help in students’ learning.
- Demonstrate skills in introduction, initiation of the history and exploration of the patient’s problem (medical and psychosocial).
- Demonstrate respect and empathy and to establish rapport using verbal and non-verbal skills.
- Manage professional boundaries appropriately. (To deal with a patient’s questions up to the level of their competence, respond appropriately to a patient’s complaint and requests).
- Give and receive feedback that is useful for learning.
- Workshop 2: Communication - Working with Health Beliefs and Culture
- To increase awareness of relevant issues related to culture and health beliefs.
- To identify the potential effects of culture, age, ethnicity, gender, religion, sexuality, socio-economic status and cultural environment on communication in healthcare settings.
- To explore the skills of acknowledging cultural norms in a respectful manner.
- To develop understanding of the role of advocates and interpreters.
- To observe examples of best practice.
- To consider how variation in social relations and health beliefs can affect communication in health care settings.
- To consider how linguistic and politeness conventions can aid or interfere with communication.
