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Perkins JJ, Sanson-Fisher RW. Increased focus on the teaching of interactional skills to medical practitioners. Adv Health Sci Educ Theory Pract. 1996;1(1):17-28doi: 10.1007/BF00596227.
Perkins, J. J., & Sanson-Fisher, R. W. (1996). Increased focus on the teaching of interactional skills to medical practitioners. Advances in health sciences education : theory and practice, 1(1), 17-28. https://doi.org/10.1007/BF00596227
Perkins, J J, and Sanson-Fisher, R W. "Increased focus on the teaching of interactional skills to medical practitioners." Advances in health sciences education : theory and practice vol. 1,1 (1996): 17-28. doi: https://doi.org/10.1007/BF00596227
Perkins JJ, Sanson-Fisher RW. Increased focus on the teaching of interactional skills to medical practitioners. Adv Health Sci Educ Theory Pract. 1996 Jan;1(1):17-28. doi: 10.1007/BF00596227. PMID: 24178992.
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Adv Health Sci Educ Theory Pract. 1996 Jan;1(1):17-28. doi: 10.1007/BF00596227.

Increased focus on the teaching of interactional skills to medical practitioners.

Advances in health sciences education : theory and practice

J J Perkins, R W Sanson-Fisher

Affiliations

  1. Hunter Centre for Health Advancement, Locked Bag 10, 2287, Wallsend, NSW, Australia.

PMID: 24178992 DOI: 10.1007/BF00596227

Abstract

The interaction which occurs between the doctor and patient has been described as the cornerstone of medial care. Research has shown that interactional skills can have a substantial impact on patient outcomes in a number of areas. However, as practitioners do not necessarily acquire such skills through clinical practice, the introduction of formal training programmes for both under and postgraduate medical practitioners should be more closely examined. This paper outlines a number of issues which need to be considered in the formal instruction of medical practitioners in interactional skills. These issues include the teaching of skills within a clinical context that will reflect actual medical practice, the use of all medical disciplines to teach the skills and the inclusion of formal assessment strategies based on the same rigorous criteria as other components of the medical curriculum.

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