02316    a2200289   4500001001100000005001700011008003900028020001800067037003600085040000700121041000800128072001400136072001500150072001200165072001300177072002100190072002100211072001900232100002400251245003200275250000600307260002400313300001000337520164000347700002401987999001502011184619022320250317100406.0250312042006xx                   eng    a9781846190223  bTaylor & FranciscGBP 25.99fBB  a01  aeng7 aMR2thema7 aMQC2thema7 aMR2bic7 aMQC2bic7 aMED0020002bisac7 aMED0000002bisac7 a610.6962bisac1 aJill Thistlethwaite10aMaking it RealbPt. 2, 2008  a1  bCRC Pressc20060731  a152 p  bThis work includes a Foreword by Jonathan Silverman, Associate Clinical Dean and Director of Communication Studies, School of Clinical Medicine, University of Cambridge. Emphasis is placed on shared decision making, appraisal, and dealing with difficult situations as well as the more common topics such as taking a history and breaking bad news. Healthcare educators with an interest in communication skills training and personal and professional development will find this guide invaluable, as will undergraduate and postgraduate teachers in university and workplace settings. "As its central component, this manual of experiential learning provides a bank of ready-made simulated patient scenarios that will prove invaluable to anybody setting up a programme from scratch - here is a collection of scenarios with information for facilitators, participants and simulated patients and hints on how to run sessions on specific topics and it is clearly not just for beginners - those already running established programs will also find it so useful to be able to turn to a resource of simulated patient scenarios when planning a new session." "Now educators can turn to a practical source of expert guidance in setting up sessions utilising simulated patients. Experiential work with simulated patients is the most effective way of improving learners' communication skills. Practical, thoughtful and well considered help such as this new book is worth its weight in gold and will help so many educators as they strive to introduce this approach to learning into medical curricula and assessments." - Jonathan Silverman, in the Foreword.1 aGeorge Ridgway4A01  c1824d1824