ABSTRACT
Introduction In our companion book, Teaching and Learning Communication Skills in Medicine, we presented a detailed rationale for communication skills training that showed the following:
● doctor-patient communication is central to clinical practice – doctors perform 200 000 consultations in a professional lifetime, so it is
worth struggling to get it right – there are major problems in communication between doctors and patients – effective communication is essential to high-quality medicine; it improves
patient satisfaction, recall, understanding, adherence and outcomes of care ● communication is a core clinical skill, an essential component of clinical
competence – knowledge base, communication skills, physical examination and problem-
solving ability are the four essential components of clinical competence, the very essence of good clinical practice
– communication skills are not an optional add-on extra; without appropriate communication skills, our knowledge and intellectual efforts are easily wasted
– communication turns theory into practice; how we communicate is just as important as what we say
● communication skills need to be taught and learned – communication is a series of skills that can be both learned and retained; it
is not just a personality trait – experience alone can be a poor teacher – communication needs to be taught with the same rigour as other core skills,
such as the physical examination – shifts in the nature of healthcare and medical practice amplify the need for
even experienced doctors to continually enhance their communication skills and knowledge
● specifi c teaching and learning methods are required in communication skills training – a skills-based approach is essential to achieve change in learners’ behaviour – experiential learning methods incorporating observation, feedback and
rehearsal are required – a problem-based approach to communication skills learning is necessary – cognitive and attitudinal learning and ongoing development of capacities
such as compassion, integrity and mindfulness complement a skills-based approach, and vice versa.
