The Calgary-Cambridge Referenced Observation Guides: An aid to defining the curriculum and organizing the teaching in communication training programmes
The Calgary-Cambridge Referenced Observation Guides: An aid to defining the curriculum and organizing the teaching in communication training programmes
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DOI：
10.1111/j.1365-2923.1996.tb00724.x
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发表时间：
1996-03-01
影响因子：
6
通讯作者：
Silverman, JD
中科院分区：
文献类型：
--
作者：
Kurtz, SM;Silverman, JD
医患之间的有效沟通是一项核心的临床技能。越来越多的人认识到，应该而且能够像其他基础医学一样严格地进行教学。为了验证这种教学，重要的是通过清楚地说明要学习的内容来定义沟通培训课程的内容。因此，我们描述了一种实用的教学工具，卡尔加里-剑桥参考观察指南，它描述并构建了有助于医患沟通的技能。我们提供了详细的参考资料，以证实这些个人技能的研究和理论基础。这些指南构成了健全的传播课程的基础，并作为各级方案主任、协调员和学习者的起点。我们描述了这些指南如何在日常基础上使用，以帮助辅导员教授和学生在经验方法中学习，这已被证明是沟通培训的核心。交际教学中使用的以学习者为中心和机会主义的方法，使学习者很难将他们对交际的不断发展的理解拼凑起来。该指南通过提供：易于获取的辅助备忘录，为解决这一问题提供了实际帮助；使反馈更系统化的记录仪器；一个整体的概念框架，在这个框架内，随着沟通课程的展开，将一个接一个发现的众多技能组织起来。
Effective communication between doctor and patient is a core clinical skill. It is increasingly recognized that it should and can be taught with the same rigour as other basic medical sciences. To validate this teaching, it is important to define the content of communication training programmes by stating clearly what is to be learnt. We therefore describe a practical teaching tool, the Calgary-Cambridge Referenced Observation Guides, that delineates and structures the skills which aid doctor-patient communication. We provide detailed references to substantiate the research and theoretical basis of these individual skills. The guides form the foundation of a sound communication curriculum and are offered as a starting point for programme directors, facilitators and learners at all levels.We describe how these guides can also be used on an everyday basis to help facilitators teach and students learn within the experiential methodology that has been shown to be central to communication training. The learner-centred and opportunistic approach used in communication teaching makes it difficult for learners to piece together their evolving understanding of communication. The guides give practical help in countering this problem by providing:an easily accessible aide-memoire;a recording instrument that makes feedback more systematic; andan overall conceptual framework within which to organize the numerous skills that are discovered one by one as the communication curriculum unfolds.