Teaching for the CSA

It may be worthwhile to consider how to specifically approach teaching the CSA using Calgary Cambridge model. There are a number of scenarios which lend themselves to tying in this model together with experiential learning:

  1. The learner experiences a consultation scenario with a patient
  2. The learner explores the consultation using the Calgary Cambridge model with the trainer, including skills rehearsal
  3. The learner presents evidence of learning subsequently using a CbD.

Some scenarios to consider

  • Doctor behaviours
        • Breaking bad news
        • Motivational interviewing
        • Proxy consultations
        • Confidentiality
  • Patient behaviours
        • Aggressive patients
        • Manipulative patients
        • Negotiation
              • Patients who request a test
              • Patients who want antibiotics
        • Non-compliant patients
        • Somatising patients
  • Patient problems
        • Joint pains
        • Non-specific abdo pain
        • Backache
        • Diarrhoea
        • Dyspareunia
        • Tired all the time
        • Cystitis
        • Relationship break up
        • Anxiety/panic attacks
        • Recurrent sore throat
        • Non-specific chest pain

Observation and the CSA

Direct observation is a useful way of preparing a trainee for the CSA, and gives an opportunity for direct and immediate feedback. One way of doing this is to set up a few patients at 20 minute intervals, and mark according to theBehavioural indicators for CSA feedback, using theBlank CSA marking schedule for observational feedback, then giving immediate feedback.

Behavioural indicators for CSA feedback

Blank CSA marking schedule for observational feedback

 

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