Calgary Cambridge model

The Calgary-Cambridge Model is a comprehensive framework for teaching and assessing communication skills in medical education. Developed by Suzanne Kurtz and Jonathan Silverman in the 1990s, the model is widely used in medical schools around the world to enhance the doctor-patient interaction.

History

The Calgary-Cambridge Model was first introduced in 1996 as a collaborative effort between the University of Calgary and the University of Cambridge. The model was designed to address the need for a structured approach to teaching communication skills in medical education, recognizing that effective communication is a critical component of clinical competence.

Structure of the Model

The Calgary-Cambridge Model is divided into five main stages, each representing a key component of the medical interview process:

1. Initiating the Session

This stage involves greeting the patient, establishing rapport, and identifying the reason for the consultation. It is crucial for setting the tone of the interaction and ensuring that the patient feels comfortable and respected.

2. Gathering Information

In this stage, the physician collects information about the patient's symptoms, medical history, and any other relevant details. The model emphasizes the use of open-ended questions and active listening to encourage the patient to share information freely.

3. Physical Examination

While not always included in communication models, the Calgary-Cambridge Model integrates the physical examination as a part of the communication process. This stage involves explaining the examination procedures to the patient and ensuring their comfort and consent.

4. Explanation and Planning

This stage focuses on providing the patient with information about their condition and discussing potential treatment options. The model encourages the use of clear, jargon-free language and checking the patient's understanding.

5. Closing the Session

The final stage involves summarizing the consultation, addressing any remaining questions, and ensuring that the patient understands the next steps. It is important to end the session on a positive note, reinforcing the patient's confidence in the care plan.

Applications

The Calgary-Cambridge Model is used in various educational settings, including undergraduate medical education, postgraduate training, and continuing professional development. It serves as a guide for both teaching and assessing communication skills, providing a structured approach that can be adapted to different clinical contexts.

Impact

The model has been widely adopted in medical curricula worldwide and has been shown to improve communication skills among medical students and practitioners. Studies have demonstrated that effective communication leads to better patient outcomes, increased patient satisfaction, and reduced risk of malpractice claims.

Criticism

While the Calgary-Cambridge Model is highly regarded, some critics argue that it may be too structured and not allow for sufficient flexibility in real-world clinical interactions. Others suggest that it may not fully address the cultural and individual differences in communication styles.

Also see

• Doctor-patient relationship
• Medical education
• Communication skills in healthcare
• Patient-centered care