Methods
of analysing the consultationMethods of analysing the consultation
- Educational principles of Pendleton’s rules
- Self assessment first
- Positive lint for safety
- Constructive criticism
- Specific
Limitations of the rules
- Artificiality of separation of good and what could be done differently
- Discovers agenda of participant very late and therefore not paralleling the consultation
- Can spend too long on the good and too little time left for helping the learner
- Repetitious, takes too long
- In the registrars mind, differently = bad and “positive” can appear patronising
- Jumps all over the place - difficult to analyse
Therefore, start with the doctor’s agenda but making certain to ensure balance by the end and also chunking the tape into separate parts. Also consider looking at the tape by examining the doctors thoughts and feelings as you go.
Good feedback centres on the fundamental rule of communication that it is outcome based - therefore
“What were you trying to achieve then, what were you aiming for, what did you try to do to get there, what could you have done differently to help you get there?”
The Cambridge Calgary method is always looking at the participant’s agenda and how to help. It is problem-based.