Teaching and assessment of explanation and planning in medical schools in the United Kingdom: cross sectional questionnaire survey.
BACKGROUND
The second half of the consultation (explanation and planning) has been described as neglected in communication skills teaching in medical schools, with programmes concentrating on information gathering.


OBJECTIVE
To identify the extent and ways in which explanation and planning is taught in medical schools in the United Kingdom.


METHODS
Questionnaire mailed to consultation teaching leads.


RESULTS
Teaching in explanation and planning occurred in 32/32 medical schools. Teaching commenced in years 1 or 2 in 14/32 and year three onwards in 17/32 medical schools. Teaching took place over one year in 12/32, two years in 13/32, three years in 3/32 and 4 years in 2/32 medical schools. Different teaching methods were used, but most use discussion and rehearsal of skills with a simulated patient (21/32). 20/32 medical schools based their teaching on a published consultation model, with 18/20 using the Calgary Cambridge Guide to the Consultation. 31/32 medical schools examined their students in explanation and planning: formative assessment (3/31) or summative (16/31) or both (9/31).


CONCLUSIONS
There is now universal teaching and almost universal assessment of the second half of the consultation in medical schools in the UK. Timing of teaching, educational methods, consultation models and assessment used varies between schools.
Gillard
Susan
S
Medical Educational Research Group, Clinical Communication Skills, Addenbrookes NHS Trust, Cambridge, UK. eseg2@medschl.cam.ac.uk
Benson
John
J
Silverman
Jonathan
J
D015510:Clinical Medicine / Q000193:education; D003142:Communication; D003430:Cross-Sectional Studies; D004521:Educational Measurement; D010346:Patient Care Management; D010817:Physician-Patient Relations; D012577:Schools, Medical; D011795:Surveys and Questionnaires; D013663:Teaching; D006113:United Kingdom