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Handbook of Communication in Oncology and Palliative
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David Kissane, Barry Bultz, Phyllis Butow, and Ilora Finlay

Print publication date: 2010

Print ISBN-13: 9780199238361

Published to Oxford Scholarship Online: November 2011

DOI: 10.1093/acprof:oso/9780199238361.001.0001

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Learner-centred communication training

Learner-centred communication training

Chapter:
(p.583) Chapter 50 Learner-centred communication training
Source:
Handbook of Communication in Oncology and Palliative Care
Author(s):

Suzanne M Kurtz

Lara J Cooke

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199238361.003.0050

In the last twenty years, medical education and the broad profession that it serves have taken on communication education and training as an important component of the curriculum. In many countries, substantive communication training has become a requirement for accreditation of undergraduate schools and residency programmes across all specialties. Continuing education offerings on communication are widespread. This chapter explores ways of implementing learner-centred, experiential communication teaching in palliative care and oncology. It offers evidence-based best practices regarding what to teach in clinical communication curricula and how to teach it. In the process, it considers how communication teaching can enhance accuracy and efficiency, as well as the ‘culture of compassion’ that is so significant to the practice of medicine in palliative care and oncology. Finally, it presents an organisational structure around which to develop more comprehensive, systematic, and coherent communication programmes from undergraduate, through residency, and on to continuing education. This structure is a crucial foundation for education based on experiential learning.

Keywords:   medical education, communication training, continuing education, palliative care, oncology, culture of compassion, experiential learning

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