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@cf.ac.uk.

  1. tEACH 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.