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The teaching is divided into two components: didactic teaching, which is carried out in lectures, and experiential sessions.
During the experiential sessions small groups of 10 students work on a problem based scenario (e.g. patient with asthma) using role-play with simulated patients in order to practice the Calgary-Cambridge skills related to the scenario.
Training typically comprised knowledge sharing of the different modalities to be used in the study, often involving presentations by each of the practitioners and in some cases hands on experiential sessions.
A focus of the experiential exercise sessions is the instruction and adoption of proper technique.
All the experiential demonstration sessions during the training were video recorded, and were used as reference material for supervision and further processing of emerging themes.
The role of the PT was to facilitate a small group experiential communication skills session using role-play.
Ten to fifteen minutes before the end of each experiential consultation skills session the tutor handed out the feedback forms which the students completed anonymously and handed back to the tutor before they left the session.
A cross-sectional design was used whereby students in all five years of the UEA medical degree (MB/BS) were asked to complete a feedback questionnaire at the end of each experiential consultation skills session they attended during the 2006/7 academic year.
Workshop participants (n = 24) had a multi-session experiential workshop with experts on flood risk; focus group participants (n = 16) spent time discussing flood risk but without experts; the control group (n = 40) received no information.
Through the experiential exercises in sessions and homework tasks, it is hoped that patients will develop a vocabulary for emotional experience which can enable them to become more assertive in meeting their needs.
In order to demonstrate to patients the adverse effects of self-focused attention and safety behaviours, face-to-face CT uses an in-session experiential exercise in which patients engage in a social task while alternately focusing on themselves and using safety behaviours or focusing externally and dropping key safety behaviours (see McManus et al., 2009 for an evaluation of this procedure).
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