Methods of analysing the consultation

Methods of analysing the consultation

  • Educational principles of Pendleton’s rules
  • Self-assessment first
  • Positive lint for safety
  • Constructive criticism
  • Specific

Limitations of the rules

  • The artificiality of separation of good and what could be done differently
  • Discovers the 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 registrar’s 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 doctor’s 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 them, 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.

 

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