Effective medical communication : the a, b, c, d, e of it / Subhash Chandra Parija, Balachandra V. Adkoli, editors.

5.1 Assess Need

References-3: Feedback: How to Give and Take?-3.1 Assess Need-3.2 Brief-3.3 Contextualize-3.3.1 Scenario 1-3.3.2 Scenario 2-3.4 Describe-3.4.1 What Is 'Feedback'?-3.4.2 When to Give Feedback?-3.4.3 Where to Give Feedback?-3.4.4 How to Give Feedback?-3.4.5 How to Receive Feedback?-3.4.6 Models of Giving Feedback-3.4.6.1 Sandwich Model-3.4.6.2 Pendleton Rules-3.4.6.3 Learning Conversation-3.4.7 The Role of Faculty Development-3.4.8 Conclusion-3.5 Evaluation-References

Intro -- Foreword -- Preface -- About the Book -- The Genesis -- The Content Organization -- The A, B, C, D, E Approach -- The Value Addition -- Ms Comini -- Acknowledgements -- Contents -- Contributors -- Last Page -- About the Editors -- Part I: Communication Skill for Everyone -- Begin with a Bang! -- 1: Communication Vocabulary and Landscape -- 1.1 Assess Need -- 1.2 Brief -- 1.3 Contextualize -- 1.3.1 Scenario -- 1.4 Describe -- 1.4.1 What Is Communication? -- 1.4.1.1 Patient Centredness -- 1.4.1.2 Consumerism and Realistic Medicine -- 1.4.1.3 Empathy

1.4.1.4 Communication Skills and Competencies -- 1.4.1.5 Benefits of Developing Communication Skills -- 1.4.1.6 Blocking Behaviours of Communication -- 1.4.2 Skills of Communication -- 1.4.2.1 Sequential Skills -- 1.4.2.2 Longitudinal Skills -- 1.4.3 Building Relationships -- 1.4.4 Providing a Structure -- 1.4.4.1 The Models of Communication in Healthcare -- 1.4.4.2 Calgary Cambridge Model of Communication -- 1.4.4.3 Process of Communication in the Calgary Cambridge Model -- 1.4.5 Conclusion -- 1.5 Evaluation -- References -- 2: Role of Mentoring in Developing Communication Skills

2.1 Assess Need -- 2.2 Brief -- 2.3 Contextualize -- 2.3.1 Scenario 1 -- 2.3.2 Scenario 2 -- 2.4 Describe -- 2.4.1 What Is Mentoring? -- 2.4.1.1 Key Features of Mentoring -- 2.4.2 Importance of Mentoring -- 2.4.3 Attributes of a Good Mentor and Mentee -- 2.4.4 Problems and Pitfalls in Mentoring -- 2.4.5 Mentoring Needs at Various Stages -- 2.4.5.1 Before Admission -- 2.4.5.2 During Undergraduate Training -- 2.4.5.3 During Postgraduate Training -- 2.4.5.4 During Faculty Development -- 2.4.6 Practical Tips to Start Mentoring in Medical Schools -- 2.4.7 Conclusion -- 2.5 Evaluate

Part II: For Students and Residents: Catch Them Young! -- 4: Effective Non-verbal Communication -- 4.1 Assess Need -- 4.2 Brief -- 4.3 Contextualize -- 4.3.1 Scenario 1 -- 4.3.2 Scenario 2 -- 4.4 Describe -- 4.4.1 What Is Non-verbal Communication? -- 4.4.2 Importance of Non-verbal Communication -- 4.4.3 Classification of Non-verbal Communication -- 4.4.4 Types of Non-verbal Communications -- 4.4.5 How to Improve Non-verbal Communication? -- 4.4.6 Obstacles to Effective Non-verbal Communication -- 4.4.7 Conclusion -- 4.5 Evaluate -- References -- 5: Doctor-Patient Communication

Effective communication is at the heart of medical profession, whether it is patient-doctor communication, interpersonal communication, or communication with the scientific and research community. However, medical professionals are not adequately trained in these skills, and when it comes to presentations, the message is often lost due to inadequate preparation, ineffective slides, and a generally unconvincing performance by the presenter. This book addresses all aspects of the communication skills required by individuals entering medical school as well as professionals farther up the career ladder. Each chapter offers a quote or a statement that captures the essence of the text. Adopting a unique approach known an A, B, C, D and E (Assess Need, Brief, Contextualize, Describe and Evaluate) the book includes abundant illustrations, real-world case scenarios, anecdotes, tables, graphs and cartoons, as well as practical information, and tips on communicating effectively. As such it is a valuable resource for new and experienced clinicians, educators and researchers wanting to improve their communications skills.