Primary Care Interviewing [electronic resource] : Learning Through Role Play /
Binder, James.author.
Primary care is complex, unpredictable, and requires a biopsychosocial orientation.  An indispensable teaching resource, Primary Care Interviewing: Learning Through Role Play thoroughly details how to use role play to teach the basics and more complex aspects of medical interviewing skills to trainee clinicians.  Role playing is ideally suited to teach clinicians how to interview and relate to patients, and this unique and concise title includes not only sample role plays and dialog but also a wealth of accompanying online video role plays to enhance the learning process.  Part one presents how to teach basic interviewing skills needed for effective communication, such as joining, promoting self-awareness, open-ended communication, dealing with emotions, structuring skills, and asking questions to uncover concerns and related beliefs, or theories of illness.  Part two addresses the teaching of specific, more complex interviewing skills, such as addressing a patient’s mental health issues, sexual health, somatic conditions, and giving bad news. .
Description based upon print version of record.
Foreword; Preface; Acknowledgements; Contents; Part I: Introduction; Role-Playing Benefits; Barriers to Role Play; Practical Aspects of Role-Playing; Feedback to Trainees; Self-Awareness; Diagnostic Acumen; Key Points; Teaching to Use Role-Play Transcripts; References; Chapter 1: Personal Story; Role Play; Objectives; Feedback; Replay; Feedback; Obstacles to Teaching Personal Story; Strategies; Personal Story; Key Points; References; Chapter 2: Contracting; Role Play; Objective; Feedback; Objective; Feedback; Replay; Feedback; Obstacles to Teaching Contracting; Strategies; Contracting
Effective contracts are:Psychosocial Issues; Mini contracts; One final note; Key Points; References; Chapter 3: Open-Ended Inquiry; Role Play; Objectives; Feedback; Objectives; Feedback; Replay; Obstacles to Teaching Open-Ended Inquiry; Strategies; Open-Ended Inquiry; Create a Safe Environment; Nonverbal Tools; Practical Aspects of Formulating Open-Ended Questions and Facilitations; Incongruence Between Verbal and Nonverbal; Key Points; References; Chapter 4: Affirmations; Role Play; Objectives; Feedback; Replay; Feedback; Obstacles to Teaching Affirmations; Strategies; Affirmations
Empirical Support for AffirmationsPractical Points; Key Points; References; Chapter 5: Eliciting and Responding to Emotions; Role Play; Objectives; Feedback; Replay; Feedback; Objectives; Feedback; Demonstration to Trainees; Feedback; Obstacles to Teaching Eliciting and Responding to Emotions; Strategies; Eliciting and Responding to Emotions; Direct Inquiry; Indirect Inquiry; Third-Person Technique; Clinician's Emotional Literacy; Responding to Patients' Feelings; Deepen Emotional Experience; Responding to Intense Fear or Sadness; Fear; Sadness; Closing the Window; Key Points; References
Chapter 6: Uncovering Self-DiagnosisRole Play; Objective; Feedback; Obstacles to Teaching Uncovering Self-Diagnosis; Strategies; Uncovering Self-Diagnosis and Other Health Beliefs; Explanatory Model; Key Points; References; Chapter 7: Structure; Role Play; Objectives; Feedback; Obstacles to Teaching Structuring; Strategies; Structuring; Tasks of Interview; Opening Phase; Middle Phase; Concluding Phase; Structuring Strategies; Preparation; Use of Computers; Time Management; Contract; Make the Process Overt; Guiding 1; Structuring a Wandering Patient; Family; Key Points; References
Chapter 8: AccuracyRole Play; Objectives; Feedback; Objective; Feedback; Replay; Feedback; Obstacles to Teaching Accuracy; Strategies; Accuracy; Clinician Interviewing Style; Patients Who Are Vague; Cognitive Deficit; Vagueness; Increasing Precision with Vague Patients; Recall Errors; Interviewing Tools for Sensitive Issues; Normalization; Gentle Assumption; Denial of the Specific; Behavioral Incident; Key Points; References; Chapter 9: History of Present Illness; Role Play; Objectives; Time Out; Replay; Feedback; Objectives; Feedback; Role Play: Front to Back (1&2)
Obstacles to Teaching History of Present Illness
Includes bibliographical references and index.
Primary care is complex, unpredictable, and requires a biopsychosocial orientation.  An indispensable teaching resource, Primary Care Interviewing: Learning Through Role Play thoroughly details how to use role play to teach the basics and more complex aspects of medical interviewing skills to trainee clinicians.  Role playing is ideally suited to teach clinicians how to interview and relate to patients, and this unique and concise title includes not only sample role plays and dialog but also a wealth of accompanying online video role plays to enhance the learning process.  Part one presents how to teach basic interviewing skills needed for effective communication, such as joining, promoting self-awareness, open-ended communication, dealing with emotions, structuring skills, and asking questions to uncover concerns and related beliefs, or theories of illness.  Part two addresses the teaching of specific, more complex interviewing skills, such as addressing a patient’s mental health issues, sexual health, somatic conditions, and giving bad news. .
Primary care (Medicine).
Internal medicine.
Primary Care Medicine.
Internal Medicine.