Start with the learner’s agenda
· ask what problems the learner experienced and what help he would like from the rest of the group
Look at the outcomes learner and patient are trying to achieve
· thinking about where you are aiming and how you might get there encourages problem solving - effectiveness in communication is always dependent on what you are trying to achieve
Encourage self assessment and self problem solving first
· allow the learner space to make suggestions before the group shares its ideas
Involve the whole group in problem solving
· encourage the group to work together to generate solutions not only to help the learner but also to help themselves in similar situations
Use descriptive feedback to encourage a non-judgmental approach
· descriptive feedback ensures that non-judgmental and specific comments are made and prevents vague generalisation
Provide balanced feedback
· encourage all group members to provide a balance in feedback of what worked well and what didn’t work so well, thus supporting each other and maximising learning - we learn as much by analysing why something works as why it doesn’t
Make offers and suggestions; generate alternatives
· make suggestions rather than prescriptive comments and reflect them back to the learner for consideration; think in terms of alternative approaches
Be well intentioned, valuing and supportive
· it is the group’s responsibility to be respectful and sensitive to each other
Rehearse suggestions
· try out alternative phrasing and practice suggestions by roleplay - when learning any skill, observation, feedback and rehearsal are required to effect change
Value the interview as a gift of raw material for the group
· the interview provides the raw material around which the whole group can explore communication problems and issues: group members can learn as much as the learner being observed who should not be the constant centre of attention. All group members have a responsibility to make and rehearse suggestions
Opportunistically introduce theory, research evidence and wider discussion
· offer to introduce concepts, principles, research evidence and wider discussion at opportune moments to illuminate learning for the group as a whole
Structure and summarise learning so that a constructive end point is reached
· structure and summarise the session using the Calgary-Cambridge observation guides to ensure that learners piece together the individual skills that have arisen into an overall conceptual framework