MODELSOFTHECONSULTATION

Asummaryofmodelsthathavebeenproposedoverthelast40years:JonathanSilverman

Therehavebeenanumberofhelpfulmodelsoftheconsultationwhichhavebeenproducedover
thelast30years.Somearetaskorientated,processoroutcomebased;someareskillsbased,some
incorporateatemporalframework,andsomearebasedonthedoctorpatientrelationship,orthe
patientsperspectiveofillness.Manyincorporatemorethanoneoftheabove.

Models of the consultation give a framework for learning and teaching the consultation. Models
enablethecliniciantothinkwhereintheconsultationtheyareexperiencingtheproblem,andwhat
theyandthepatientaimingtowards.Thisishelpfulinthenidentifyingtheskillsthatareneededto
achievethedesiredoutcome.

1.
Physical,PsychologicalandSocial(1972)
TheRCGPmodelencouragesthedoctortoextendhisthinkingpracticebeyondthepurely
organicapproachtopatients,i.e.toincludethepatients emotional, family, social and
environmentalcircumstances.

2.
StottandDavis(1979)
Theexceptionalpotentialineachprimarycareconsultationsuggeststhatfourareascan
besystematicallyexploredeachtimeapatientconsults.

(a)
Managementofpresentingproblems

(b)
Modificationofhelpseekingbehaviours

(c)
Managementofcontinuingproblems

(d)
Opportunistichealthpromotion

3.
ByrneandLong(1976)

Doctors talking to patients. Six phases which form a logical structure to the

consultation:

PhaseI
Thedoctorestablishesarelationshipwiththepatient

PhaseII
The doctor either attempts to discover or actually discovers the reason for

thepatientsattendance

PhaseIII
Thedoctorconductsaverbalorphysicalexaminationorboth

PhaseIV
Thedoctor,orthedoctorandthepatient,orthepatient(inthatorderof

probability)considerthecondition

PhaseV
The doctor, and occasionally the patient, detail further treatment or further

investigation

PhaseVI
Theconsultationisterminatedusuallybythedoctor.

Byrne and Longs study also analysed the range of verbal behaviours doctors used when
talkingtotheirpatients.Theydescribedaspectrumrangingfromaheavilydoctordominated
consultation, with any contribution from the patient as good as excluded, to a virtual
1

monologue by the patient untrammelled by any input from the doctor. Between these
extremes, they described a graduation of styles from closed informationgathering to non
directivecounselling,dependingonwhetherthedoctorwasmoreinterestedindevelopinghis
ownlineofthoughtorthepatients.

4.

5.

6.

SixCategoryInterventionAnalysis(1975)
In the mid1970s the humanist Psychologist John Heron developed a simple but
comprehensivemodelofthearrayofinterventionsadoctor(counsellorortherapist)coulduse
withthepatient(client).Withinanoverallsettingofconcernforthepatientsbestinterests,the
doctorsinterventionsfallintooneofsixcategories:
(1)

Prescriptive givingadviceorinstructions,beingcriticalordirective

(2)

Informative impartingnewknowledge,instructingorinterpreting

(3)

Confronting challengingarestrictiveattitudeorbehaviour,giving

directfeedbackwithinacaringcontext

(4)

Cathartic

(5)

encouragingthepatienttodiscoverandexplorehisown
Catalytic

latentthoughtsandfeelings

(6)

Supportive

seekingtoreleaseemotionintheformofweeping,
laughter,tremblingoranger

offeringcomfortandapproval,affirmingthepatients
intrinsicvalue.

Eachcategoryhasaclearfunctionwithinthetotalconsultation.
HelmansFolkModel(1981)
CecilHelmanisaMedicalAnthropologist,withconstantlyenlighteninginsightsintothe
culturalfactorsinhealthandillness.Hesuggeststhatapatientwithaproblemcomestoa
doctorseeinganswerstosixquestions:
(1)
(2)
(3)
(4)
(5)
(6)

Whathashappened?
Whyhasithappened?
Whytome?
Whynow?
Whatwouldhappenifnothingwasdoneaboutit?
WhatshouldIdoaboutitorwhomshouldIconsultforfurtherhelp?

TransactionalAnalysis(1964)
Many doctors will be familiar with Eric Bernes model of the human psyche as consisting of
three egostates Parent, Adult and Child. At any given moment each of us is in a state of
mind when we think, feel, behave, react and have attitudes as if we were either a critical or
caring Parent, a logical Adult, or a spontaneous or dependent Child. Many general practice
consultations are conducted between a Parental doctor and a Childlike patient. This
transaction is not always in the best interests of either party, and a familiarity with TA
introduces a welcome flexibility into the doctors repertoire which can break out of the
repetitiouscyclesofbehaviour(games)intowhichsomeconsultationscandegenerate.
2


7.

8.

Pendleton,Schofield,TateandHavelock(1984,2003)
TheConsultationAnApproachtoLearningandTeachingdescribeseventaskswhich
takentogetherformcomprehensiveandcoherentaimsforanyconsultation.
(1)

(2)

(3)
(4)
(5)

(6)

(7)

Todefinethereasonforthepatientsattendance,including:
i)
thenatureandhistoryoftheproblems
ii)
theiraetiology
iii)
thepatientsideas,concernsandexpectations
iv)
theeffectsoftheproblems
Toconsiderotherproblems:
i)
continuingproblems
ii)
atriskfactors
Withthepatient,tochooseanappropriateactionforeachproblem
Toachieveasharedunderstandingoftheproblemswiththepatient
Toinvolvethepatientinthemanagementandencouragehimtoaccept

appropriateresponsibility
Tousetimeandresourcesappropriately:
i)
intheconsultation
ii)
inthelongterm
Toestablishormaintainarelationshipwiththepatientwhich

helpstoachievetheothertasks.

Neighbour(1987)
Fivecheckpoints:whereshallwemakefornextandhowshallwegetthere?
(1)
(2)

(3)

(4)

(5)

Connecting
Summarising

Handingover

Safetynet

Housekeeping

establishingrapportwiththepatient
gettingtothepointofwhythepatienthascome
usingelicitingskillstodiscovertheirideas,

concerns,expectationsandsummarisingbackto
thepatient.
doctorsandpatientsagendasareagreed.
Negotiating,influencingandgiftwrapping.
Whatif?:considerwhatthedoctormightdoin
eachcase.
AmIingoodenoughshapeforthenext

patient?


9.

TheDiseaseIllnessModel(1984)
McWhinney and his colleagues at the University of Western Ontario proposed a
transformed clinical method. Their approach has also been called patientcentred
clinicalinterviewingtodifferentiateitfromthemoretraditionaldoctorcentredmethod
thatattemptstointerpretthepatientsillnessonlyfromthedoctorsperspectiveofdisease
andpathology.

Thediseaseillnessmodelbelowattemptstoprovideapracticalwayofusingtheseideasin
oureverydayclinicalpractice.Thedoctorhastheuniqueresponsibilitytoelicittwosetsof
content of the patients story: the traditional biomedical history, and the patients
experienceoftheirillness.

Patientpresentsproblem

Gatheringinformation

Parallelsearchoftwoframeworks

Diseaseframework

Thebiomedicalperspective

Weaving
back

and forth between the

two frameworks

Illnessframework

Thepatientsperspective

Symptoms

Signs

Investigations

Underlyingpathology

Ideas
Concerns
Expectations

Feelingsandthoughts
Effectsonlife

Differentialdiagnosis

Understandingthepatients
uniqueexperienceofthe
illness

Integrationofthetwoframeworks

Explanationandplanning
Sharedunderstandinganddecisionmaking

AfterLevenstienetalinStewartandRoter(1989)andStewartetal(1995&2003)

10.

AACHTheThreeFunctionApproachtotheMedicalInterview(1989)
CohenColeandBirdhavedevelopedamodeloftheconsultationthathasbeenadoptedby
TheAmericanAcademyonCommunicationinHealthcareastheirmodelforteachingthe
MedicalInterview.

(1)
Gatheringdatatounderstandthepatientsproblems

(2)
Developingrapportandrespondingtopatientsemotion

(3)
Patienteducationandmotivation

Functions

Skills

1.
Gatheringdata

a)
Openendedquestions

b)
Opentoclosedcone

c)
Facilitation

d)
Checking

e)
Surveyofproblems

f)
Negotiatepriorities

g)
Clarificationanddirection

h)
Summarising

i)
Elicitpatientsexpectations

j)
Elicitpatientsideasabout

aetiology

k)
Elicitimpactofillnesson

patientsqualityoflife

2
Developingrapport
a)
Reflection

b)
Legitimation

c)
Support

d)
Partnership

e)
Respect

3
Educationandmotivation a)
Educationaboutillness

b)
Negotiationandmaintenanceofa

treatmentplan

c)
Motivationofnonadherent

patients

In2000,theauthorspublishedasecondedition,wheretheyalteredtheorderofthethreefunctions
of effective interviewing, putting Building the relationship in front of Assessing the patients
problems,andManagingthepatientsproblems.

11.

12.

TheCalgaryCambridgeApproachtoCommunicationSkillsTeaching(1996)
Suzanne Kurtz & Jonathan Silverman have developed a model of the consultation,
encapsulatedwithinapracticalteachingtool,theCalgaryCambridgeObservationGuides.
The Guides define the content of a communication skills curriculum by delineating and
structuring the skills that have been shown by research and theory to aid doctorpatient
communication. The guides also make accessible a concise and accessible summary for
facilitators and learners alike which can be used as an aidememoire during teaching
sessions
Thefollowingisthestructureoftheconsultationproposedbytheguides:
(1)

InitiatingtheSession
a)
preparation
b)
establishinginitialrapport
c)
identifyingthereason(s)fortheconsultation

(2)

GatheringInformation
explorationofthepatientsproblemstodiscoverthe:
a)
biomedicalperspective
b)
thepatientsperspective
c)
backgroundinformationcontext

(3)

BuildingtheRelationship
a)
usingappropriatenonverbalbehaviour
b)
developingrapport
c)
involvingthepatient

(4)

(5)

Providingstructure
a)
makingorganisationovert
b)
attendingtoflow

ExplanationandPlanning
a)
providingthecorrectamountandtypeofinformation
b)
aidingaccuraterecallandunderstanding
c)
achievingasharedunderstanding:incorporatingthepatients

perspective
d)
planning:shareddecisionmaking

(6)

ClosingtheSession
a)
ensuringappropriatepointofclosure
b)
forwardplanning

TheEnhancedCalgaryCambridgeGuides(2002)
Thisnewiterationoftheguidescombinesthetraditionalmethodoftakingaclinicalhistory
including the systems review, past medical history, social and family history, and drug
history, with the process skills of effective communication. It places the diseaseillness
modelatthecentreofgatheringinformation.Itcombinesprocesswithcontentinalogical
schema; it is comprehensive and applicable to all medical interviews with patients,
whateverthecontext(seeappendixforthefullguideindetail)
6

13.

TheSEGUEFrameworkforteachingandassessingcommunicationskills(Makoul2001)
Greg Makoul in 2001 developed the SEGUE framework, a researchbased checklist of
medicalcommunicationtasksthathasgainedwideacceptancethroughoutNorthAmerica.
Theframeworkconsistsofthefollowingareas:

1. Setthestage

2. Elicitinformation

3. Giveinformation

4. Understandthepatientsperspective

5. Endtheencounter

6. Ifsuggestinganewormodifiedtreatment/preventionplan

Seeappendixforthefullversionoftheframework

14.TheMaastrichtMaasGlobal(vanThielandvanDalen1995)
TheMAASGlobalisaninstrumenttoratecommunicationandclinicalskillsofdoctorsin
their consultations. These ratings can be used as an objective measure for feedback and
judgement, for education and assessmentn and the instrument is widely used in
communicationresearch.Theguideisdividedintothefollowingareas:

Section1:Communicationskillsforeachseparatephase
1. introduction
2. followupconsultation
3. requestforhelp
4. physicalexamination
5. diagnosis
6. management
7. evaluationofconsultation

Section2:Generalcommunicationskills
8. exploration
9. emotions
10. informationgiving
11. summarisations
12. structuring
13. empathy

Section3:Medicalaspects
14. historytaking
15. physicalexamination
16. diagnosis
17. management

Seeappendixforthefullversionoftheinstrument
7

15.TheFourHabitsApproachtoEffectiveClinicalCommunication(PermamenteMedicalGroup
1999)
Thefourhabitsmodelisthecentrepieceofanapproachtakenbyonelargehealthcareorganization
in the USA, Kaiser Permanente, to enhance the clinical communication and relationship skills of
their clinicians. The Model has served as the foundation for a diverse array of communication
programmes. The goals of the Four Habits are to establish rapport and build trust rapidly,
facilitatetheeffectiveexchangeofinformation,demonstratecaringandconcern,andincreasethe
likelihoodofadherenceandpositivehealthoutcomes.
TheFourHabitsare:
1.
2.
3.
4.

InvestintheBeginning,
ElicitthePatientsPerspective
DemonstrateEmpathy
InvestintheEnd

Seeappendixforthefullversionoftheapproach

16.BayerInstituteforHealthCareCommunicationE4Model(KellerandCarroll1994)
The Bayer Institute for health care communication conducts extensive programs designed to
enhance the quality of health care by improving the communication between clinician and
patients.AtitscentrepieceistheE4model:
1.
2.
3.
4.

Engage
Empathize
Educate
Enlist

17. Essential Elements of Communication in Medical Encounters: Kalamazoo Consensus

Statement (Participants in the BayerFetzer Conference on PhysicianPatient Communication in
MedicalEducation2001)
In May 1999, 21 leaders and representatives from major medical education and professional
organizationsattendedaninvitationalconferencetofocusonaconsensusstatementdelineatinga
coherent set of essential elements in physicianpatient communication. The group included
architectsandrepresentativesoffivecurrentlyusedmodelsofdoctorpatientcommunication:

BayerInstituteforHealthCareCommunicationE4Model
ThreeFunctionModel/BrownInterviewChecklist
TheCalgaryCambridgeObservationGuide
Patientcenteredclinicalmethod
SEGUEFrameworkforteachingandassessingcommunicationskills

BuildaRelationship:TheFundamentalCommunicationTask
A strong, therapeutic, and effective relationship is the sine qua non of physicianpatient
communication.Thegroupendorsesapatientcentered,orrelationshipcentered,approachtocare,
which emphasizes both the patients disease and his or her illness experience. This requires
elicitingthepatientsstoryofillnesswhileguidingtheinterviewthroughaprocessofdiagnostic
reasoning.Italsorequiresanawarenessthattheideas,feelings,andvaluesofboththepatientand
the physician influence the relationship. Further, this approach regards the physicianpatient
relationship as a partnership, and respects patients active participation in decision making. In
essence,buildingarelationshipisanongoingtaskwithinandacrossencounters:itundergirdsthe
moresequentiallyorderedsetsoftasksidentifiedbelow.

OpentheDiscussion
*Allowthepatienttocompletehisorheropeningstatement
*Elicitthepatientsfullsetofconcerns
*Establish/maintainapersonalconnection
GatherInformation
*Useopenendedandclosedendedquestionsappropriately
*Structure,clarify,andsummarizeinformation
*Activelylistenusingnonverbal(e.g.,eyecontact)andverbal(e.g.,wordsofencouragement)
techniques
UnderstandthePatientsPerspective
*Explorecontextualfactors(e.g.,family,culture,gender,age,socioeconomicstatus,spirituality)
*Explorebeliefs,concerns,andexpectationsabouthealthandillness
*Acknowledgeandrespondtothepatientsideas,feelings,andvalues
ShareInformation
*Uselanguagethepatientcanunderstand
*Checkforunderstanding
*Encouragequestions
ReachAgreementonProblemsandPlans
*Encouragethepatienttoparticipateindecisionstotheextentheorshedesires
*Checkthepatientswillingnessandabilitytofollowtheplan
*Identifyandenlistresourcesandsupports
ProvideClosure
*Askwhetherthepatienthasotherissuesorconcerns
*Summarizeandaffirmagreementwiththeplanofaction
9

*Discussfollowup(e.g.,nextvisit,planforunexpectedoutcomes)

18.PRACTICAL(JHLarsen,ORisrandSPutnam1995)

JanHelgeLarsendescribedamodelforwhichthemnemonic,PRACTICAL,helpsthe
practitionertorememberitsninesteps.Themodelusesachronologicalsuccessionofstrategies
duringtheconsultationthatbalancesthevoicesofmedicineandthelifeworld.Inoverview,the
GPtakesthepatient,stepbystep,firstthroughanexplorationandclarificationofhisviewsofthe
illness,thenexpandstheproblembyfurtherexamination(e.g.thephysicalexamination),a
negotiationaboutthefinalmodeloftheillnessthatincludesbothdiagnosisandmanagement,a
discussionofthetreatmentplan,andfinallyamomentofreflectiontoprepareforthenextvisit.

The Patients part

1. Prior to the consultation Thoughts, feelings and actions
2. Relationship Hello, let the patient talk! Show that you see, believe and want
to help
3. Anxieties ideas, concerns and expectations
4. Common language a summary of the problems presented
The Doctors part
5. Translating enquiry into history, clinical examination and finally
explanation, suggesting a plan
The Common part
6. Interaction negotiation re solutions, possibly change of frame of reference,
contract, e.g. a shared understanding
7. Converting insight into action what can impede or promote. From insight
to action
8. Agreement check Follow up safety net
9. Lets try it Anything else? Goodbye and housekeeping

10

REFERENCES

10

11

WorkingPartyoftheRoyalCollegeofGeneralPractitioners(1972)
StottNCH&DavisRH(1979)
TheExceptionalPotentialineachPrimaryCareConsultation:
JRColl.Gen.Pract.vol29pp2015
ByrnePS&LongBEL(1976)
DoctorstalkingtoPatients:LondonHMSO
HeronJ(1975)
ASixCategoryInterventionAnalysis:HumanPotentialResearch
Project,UniversityofSurrey
HelmanCG(1981)
DiseaseversusIllnessinGeneralPractice
JRColl.Gen.Pract.vol31pp54862
StewartIan,JonesVann(1991)
TAToday:ANewIntroductiontoTransactionalAnalysis
LifespacePublishing
PendeltonD,SchofieldT,TateP&HavelockP(1984)
TheConsultation:AnApproachtoLearningandTeaching:
Oxford:OUP
NeighbourR(1987)
TheInnerConsultation
MTOPress;Lancaster
StewartMetal(1995)
PatientCentredMedicine
SagePublications
CohenCole,S(1991)
TheMedicalInterview,TheThreeFunctionApproach
MosbyYearBook
CohenColeS,BirdJ.(2000)2ndeditionMosbyInc.
KurtzS&SilvermanJ(1996)
TheCalgaryCambridgeObservationGuides:anaidtodefiningthe
curriculumandorganisingtheteachinginCommunicationTraining
Programmes.
MedEducation30,839
SilvermanJ,KurtzSandDraperJ,(1998)
SkillsforCommunicatingwithPatients
RadcliffePublishing(2ndedition2005)

11

12

13

14

15

16

17

18

KurtzS,SilvermanJ,BensonJ,DraperJ.(2003)
Marrying Content and Process in Clinical Method Teaching; Enhancing the Calgary
CambridgeGuidesAcademicMedicinevolume78no.8pp802809

MakoulG.(2001)
The SEGUE Framework for teaching and assessing communication skills Patient Educ
Couns.45(1):2334.

JacquesvanThiel,PaulRam,JanvanDalen(2000)
MAASGlobal2000
MaastrichtUniversity,Netherlands
MakoulG.(2001)
Essential Elements of Communication in Medical Encounters: The Kalamazoo Consensus
Statement AcademicMedicine:76Issue4p390393

RichardM.FrankelandTerryStein(1999)
GettingtheMostoutoftheClinicalEncounter:TheFourHabitsModel
ThePermanenteJournal/Fall1999/Volume3No.3

MakoulG.(2001)
Essential Elements of Communication in Medical Encounters: The Kalamazoo Consensus
Statement AcademicMedicine:76Issue4p390393

JHLarsen,ORisrandSPutnam(1997)
PRACTICAL: a stepbystep model for conducting the consultation in general
practice.FamilyPractice14(4):295301.

12

APPENDIX

13

ENHANCED CALGARY-CAMBRIDGE GUIDE TO THE MEDICAL INTERVIEW

THE BASIC FRAMEWORK

InitiatingtheSession

Gathering information
Providing
Structure

Building the
relationship
Physical Examination

Explanation and planning

Closingthe Session

14

THE EXPANDED FRAMEWORK

Initiatingthe Session
preparation
establishing initia l rapport
identifying the reason(s) for the consultation
Gathering infor mation
Providing

exploration of the pat ie nts proble ms to discover the:

Structure

biomedical perspective

making
organisation
ove rt

Building the
relationship

the patients

perspective

using
a ppropriate
non-verbal
beha viour

deve loping
rapport

involving
the patient

background informat ion - context

Physical examination

attending to
flow
Explanation and planning
providi ng the correct amount and type of information
aiding accurate recall and understanding
achieving a sha red understanding: incorporating the patients
illness framework
planning: shared decision ma king
Closing the Session
ensuring appropriate point of closure
forward pla nning

15

AN EXAMPLE OF THE INTER-RELATIONSHIP BETWEEN CONTENT AND PROCESS

Gathering Information
Process Skills for Exploration of the Patients Problems
patients narrative
question style: open to closed cone
attentive listening
facilitative response
picking up cues
clarification
time-framing
internal summary
appropriate use of language
additional skills for understanding patients perspective

Content to Be Discovered
the bio-medical perspective (disease)
sequence of events
symptom analysis
relevant systems review

the patients perspective (illness)

ideas and beliefs
concerns
expectations
effects on life
feelings

background information - context

past medical history
drug and allergy history
family history
personal and social history
systems review
16

REVISED CONTENT GUIDE TO THE MEDICAL INTERVIEW

Patient's Problem List
Exploration of Patient's Problems
Medical Perspective disease
Sequence of events
Symptom analysis
Relevant systems review

Patient's Perspective - illness

Ideas and beliefs
Concerns
Expectations
Effects on life
Feelings

Background Information - Context

Past Medical History
Drug and Allergy History
Family History
Personal and Social History
Review of Systems
Physical Examination
Differential Diagnosis - Hypotheses
Including both disease and illness issues
Physician's Plan of Management
Investigations
Treatment alternatives
Explanation and Planning with Patient
What the patient has been told
Plan of action negotiated

17

INITIATING THE SESSION

Establishing initial rapport
1. Greets patient and obtains patients name
2. Introduces self, role and nature of interview; obtains consent if necessary
3. Demonstrates respect and interest, attends to patients physical comfort
Identifying the reason(s) for the consultation
4. Identifies the patients problems or the issues that the patient wishes to address with appropriate opening question (e.g. What
problems brought you to the hospital? or What would you like to discuss today? or What questions did you hope to get answered
today?)
5. Listens attentively to the patients opening statement, without interrupting or directing patients response
6. Confirms list and screens for further problems (e.g. so thats headaches and tiredness, anything else?)
7. Negotiates agenda taking both patients and physicians needs into account

GATHERING INFORMATION
Exploration of patients problems
8. Encourages patient to tell the story of the problem(s) from when first started to the present in own words (clarifying reason for
presenting now)
9. Uses open and closed questioning techniques, appropriately moving from open to closed
10. Listens attentively, allowing patient to complete statements without interruption and leaving space for patient to think before
answering or go on after pausing
11. Facilitates patient's responses verbally and nonverbally e.g. use of encouragement, silence, repetition, paraphrasing, interpretation
12. Picks up verbal and nonverbal cues (body language, speech, facial expression, affect); checks out and acknowledges as
appropriate
13.Clarifies patients statements that are unclear or need amplification (e.g. Could you explain what you mean by light headed")
14. Periodically summarises to verify own understanding of what the patient has said; invites patient to correct interpretation or provide
further information.
15. Uses concise, easily understood questions and comments, avoids or adequately explains jargon
16. Establishes dates and sequence of events
Additional skills for understanding the patients perspective
17. Actively determines and appropriately explores:

patients ideas (i.e. beliefs re cause)

patients concerns (i.e. worries) regarding each problem

patients expectations: (i.e. goals, what help the patient had expected for each problem)

effects: how each problem affects the patients life

18. Encourages patient to express feelings

18

PROVIDING STRUCTURE TO THE CONSULTATION

Making organisation overt
19. Summarises at the end of a specific line of inquiry to confirm understanding before moving on to the next section
20. Progresses from one section to another using signposting, transitional statements; includes rationale for next section
Attending to flow
21. Structures interview in logical sequence
22. Attends to timing and keeping interview on task

BUILDING RELATIONSHIP
Using appropriate non-verbal behaviour
23. Demonstrates appropriate non-verbal behaviour

eye contact, facial expression

posture, position &movement

vocal cues e.g. rate, volume, intonation

24. If reads, writes notes or uses computer, does in a manner that does not interfere with dialogue or rapport
25. Demonstrates appropriate confidence

Developing rapport
26. Accepts legitimacy of patients views and feelings; is not judgmental
27. Uses empathy to communicate understanding and appreciation of the patients feelings or predicament, overtly acknowledges
patient's views and feelings
28. Provides support: expresses concern, understanding, willingness to help; acknowledges coping efforts and appropriate self care;
offers partnership
29. Deals sensitively with embarrassing and disturbing topics and physical pain, including when associated with physical examination
Involving the patient
30. Shares thinking with patient to encourage patients involvement (e.g. What Im thinking now is.......)
31. Explains rationale for questions or parts of physical examination that could appear to be non-sequiturs
32. During physical examination, explains process, asks permission

EXPLANATION AND PLANNING

Providing the correct amount and type of information
Aims: to give comprehensive and appropriate information
to assess each individual patients information needs
to neither restrict or overload
33. Chunks and checks: gives information in assimilatable chunks, checks for understanding, uses patients response as a guide to how
to proceed
34. Assesses patients starting point: asks for patients prior knowledge early on when giving information, discovers extent of patients
wish for information
35. Asks patients what other information would be helpful e.g. aetiology, prognosis
36. Gives explanation at appropriate times: avoids giving advice, information or reassurance prematurely

19

Aiding accurate recall and understanding

Aims: to make information easier for the patient to remember and understand
37. Organises explanation: divides into discrete sections, develops a logical sequence
38. Uses explicit categorisation or signposting (e.g. There are three important things that I would like to discuss. 1st... Now, shall we
move on to..)
39. Uses repetition and summarising to reinforce information
40. Uses concise, easily understood language, avoids or explains jargon
41. Uses visual methods of conveying information: diagrams, models, written information and instructions
42. Checks patients understanding of information given (or plans made): e.g. by asking patient to restate in own words; clarifies as
necessary
Achieving a shared understanding: incorporating the patients perspective
Aims: to provide explanations and plans that relate to the patients perspective
to discover the patients thoughts and feelings about information given
to encourage an interaction rather than one-way transmission
43. Relates explanations to patients perspective: to previously elicited ideas, concerns and expectations
44. Provides opportunities and encourages patient to contribute: to ask questions, seek clarification or express doubts; responds
appropriately
45. Picks up and responds to verbal and non-verbal cues e.g. patients need to contribute information or ask questions, information
overload, distress
46. Elicits patient's beliefs, reactions and feelings re information given, terms used; acknowledges and addresses where necessary
Planning: shared decision making
Aims: to allow patients to understand the decision making process
to involve patients in decision making to the level they wish
to increase patients commitment to plans made
47. Shares own thinking as appropriate: ideas, thought processes and dilemmas
48. Involves patient:
- offers suggestions and choices rather than directives
- encourages patient to contribute their own ideas, suggestions
49. Explores management options
50. Ascertains level of involvement patient wishes in making the decision at hand
51. Negotiates a mutually acceptable plan
- signposts own position of equipoise or preference regarding available options
- determines patients preferences
52. Checks with patient
- if accepts plans,
- if concerns have been addressed

CLOSING THE SESSION

Forward planning
53. Contracts with patient re next steps for patient and physician
54. Safety nets, explaining possible unexpected outcomes, what to do if plan is not working, when and how to seek help

Ensuring appropriate point of closure

55. Summarises session briefly and clarifies plan of care
56. Final check that patient agrees and is comfortable with plan and asks if any corrections, questions or other issues

20

21

22

23

24

25