Abstract
Clinicians learn and perform the complex medical skill of interviewing best when they learn it experientially, not just read about it. Learning experientially means practicing the skills, receiving feedback, and using the feedback to improve. In this chapter, I will shift the focus to the topic of teaching, using experiential methods, because of their importance in producing effective clinical interviewers.
For the things we have to learn before we can do them, we learn them by doing them.
Aristotle
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Novack DH, Volk G, Drossman DA, Lipkin M (1993) Teaching interviewing and interpersonal skills teaching in U.S. Medical Schools. JAMA 269:2101-2105
Turner T, Palazzi DC, Ward MA (2008) The clinician-educator’s handbook. Baylor College of Medicine, Houston, TX
Cole SA, Bird J, Mance R (1995) Teaching with role-play: a structured approach. In: Lipkin M, Putnam SM, Lazare A (eds) The medical interview: clinical care, education, and research, 2nd edn. Springer, New York
Shea SC (1998) Psychiatric interviewing: the art of understanding: a practical guide for psychiatrists, psychologists, nurses and other health professionals, 2nd edn. WB Saunders, Philadelphia, PA
Edmonson AC (1996) Learning from mistakes is easier said than done: group and organizational influences on the detection and correction of human error. J Appl Behav Sci 32:5-28
Grow GO (1991) Teaching earners to be self-directed. Adult Educ Q Spring 4:125-148
Shea SC, Mezzich JE, Bohon S, Zelders A (1989) A comprehensive and individualized psychiatric interviewing training program. Acad Psychiatry 13:61-72
Lipkin M, Kaplan C, Clark W, Novak DH (1995) Teaching medical interviewing: the Lipkin model. In: Lipkin M, Putnan S, Lazare A (eds) The medical interview: clinical care, education and research. Springer, New York
Gordon GH, Rost K (1995) Evaluating a faculty development course on medical interviewing. In: Lipkin M, Putnam S, Lazure A (eds) The medical interview: clinical care, education, and research. Springer, New York
Yedida MJ, Gillespie CC, Kachur E, et al (2003) Effect of communications training on medical student performance. JAMA 290:1157-1165
Alexander SC, Keitz SA, Sloane R, Tulsky JA (2006) A controlled trial of a short course to improve resident’s communication with patient’s at the end of life. Acad Med 81:1008-1012
Roter DL, Hall JA, Kern DE, Barker R, Cole KA, Roca RP (1995) Improving physician’s interviewing skills and reducing patient’s emotional distress: a randomized clinical trial. Arch Intern Med 155:1877-1884
Thayer WS (1919) Osler the teacher. Bull Johns Hospkins Hosp 30:198-200
Smith AC, Kleinman S (1989) Managing emotions in medical school: students’ contacts with the living and the dead. Soc Psychol Q 52:56-69
Accreditation Council for Graduate Medical Education. Common Program Requirements. Effective: July 1, 2007 http://www.acqme.org/acWebsite/dutyHours/dh-Com Progr Requirements Duty Hours 07.07.pdf. Accessed 22 Jan 2008
Remen RN (2000) My grandfather’s blessings. Riverhead, New York
Remen RN (1996) Kitchen table wisdom. Riverhead, New York
Remen RN The healer’s art. http://www.commonweal.org/ishi/programs/healers_art.html. Accessed 22 Jan 2008
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2010 Humana Press, a part of Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Binder, J. (2010). Using Experiential Techniques to Teach Interviewing Skills. In: Pediatric Interviewing. Current Clinical Practice. Humana Press, Totowa, NJ. https://doi.org/10.1007/978-1-60761-256-8_12
Download citation
DOI: https://doi.org/10.1007/978-1-60761-256-8_12
Published:
Publisher Name: Humana Press, Totowa, NJ
Print ISBN: 978-1-60761-255-1
Online ISBN: 978-1-60761-256-8
eBook Packages: MedicineMedicine (R0)