Many health professions now teach communication to undergraduate students. Yet the provision of common learning objectives in communication for health care professionals across disciplines is still rare despite considerable overlap in the core communication process skills used by the different professional groups.<\/p>\n\n\n\n
tEACH has therefore developed the first, international list of core topics for a unified curriculum for teaching communication skills for students in health professions (e.g. nursing, medicine, dentistry, psychology, pharmacy, physiotherapy) based on a European consensus of 121 experts.<\/p>\n\n\n\n
The newly developed \u0645\u0646\u0647\u062c \u0627\u0644\u0627\u062a\u0635\u0627\u0644 \u0627\u0644\u0623\u0633\u0627\u0633\u064a \u0644\u0644\u0645\u0647\u0646 \u0627\u0644\u0635\u062d\u064a\u0629 (HPCCC)<\/a> is organized around three central themes:<\/p>\n\n\n\n \u2013 Communication with patients The statement aims to guide communication teachers in all health care disciplines helping them to develop, refine and evaluate what should be taught as part of their own communication curriculum.<\/p>\n\n\n\n Access to the HPCCC in English can be found \u0647\u0646\u0627<\/a>. The HPCC has been translated into several different languages to help teachers use this tool in their own countries and institutions. Languages available include: French, German, Italian, Polish, Romanian, Spanish, Russian and Greek. A Portuguese version will be available soon.<\/p>\n\n\n\n A manuscript in Patient Education and Counseling describing the consensus process and the HPCCC can be accessed \u0647\u0646\u0627<\/a>.<\/p>\n\n\n\n
\u2013 Intra- and interpersonal communication (Professionalism and Reflection)
\u2013 Communication in healthcare teams (Professional Communication)<\/p>\n\n\n\n