Every health professional interacts with patients from different cultures to their own, not just those from different countries, ethnic or religious groups, but also those with cultural differences due to sexual orientation, lifestyle, beliefs, age, gender, social status or perceived economic worth. The potential for confusions in communication and consequent problems are even greater in primary care mental health than in other areas.This guide for all health professionals provides a model for working in mental health across cultures, and outlines practical ways of using psychotherapy skills across cultures. It can be used as personal preparation by individuals in any primary care setting at home or abroad, or as a teaching tool for use with health professionals travelling to another culture, including overseas aid workers and those moving to a new country. It is also of great value to everyone interested in transcultural medicine. 'Wherever we work, whoever we are, we are working across cultures, often without realising it. The first step is to become conscious of this fact. The next step is to read this book' - Jill Benson and Jill Thistlethwaite.

This book is the fourth in the series on leadership, interprofessional education and practice, following on from Leadership Development for Interprofessional Education and Collaborative Practice (2014), Leadership and Collaboration: Further Developments for IPE and Collaborative Practice (2015) and Leading Research and Evaluation in Interprofessional Education and Collaborative Practice (2016). Along with policy changes around the globe, these three books have stimulated experts in this area to consider not only the ways in which they introduce and develop interprofessional education and collaborative practice, but also how they evaluate their impacts. In this 4th book, the focus is on the sustainability of these initiatives, sharing insights into factors that promote sustainability including leadership approaches and organisationsal resilience, as well as frequently encountered difficulties, and ways to overcome them.

Expanding upon Leadership Development for Interprofessional Education and Collaborative Practice and Leadership and Collaboration, the third installment to this original and innovative collection of books considers a variety of research models and theories. Emphasizing research and evaluation in leadership aspects, Leading Research and Evaluation in Interprofessional Education and Collaborative Practice showcases examples from around the globe in various multicultural contexts. Crucial for academics and researchers in this field, the book includes studies on traditionally under-represented countries and aims to prompt new ideas for future research and policy structures in Interprofessional education and practice.

This book is the fourth in the series on leadership, interprofessional education and practice, following on from Leadership Development for Interprofessional Education and Collaborative Practice (2014), Leadership and Collaboration: Further Developments for IPE and Collaborative Practice (2015) and Leading Research and Evaluation in Interprofessional Education and Collaborative Practice (2016). Along with policy changes around the globe, these three books have stimulated experts in this area to consider not only the ways in which they introduce and develop interprofessional education and collaborative practice, but also how they evaluate their impacts. In this 4th book, the focus is on the sustainability of these initiatives, sharing insights into factors that promote sustainability including leadership approaches and organisationsal resilience, as well as frequently encountered difficulties, and ways to overcome them.

In recent years governments around the world have been bending their will toward increasing collaborative practice amongst health care professionals. Although inter-professional learning has been on the agenda since the 1950s, to date there has been mixed success in bringing the disparate range of health professionals in the health care system together in a coherent and systematic way. Surprisingly, there has been limited sociological analysis of this phenomenon with no identifiable seminal text that critical analyses the issues facing the development of successful inter-professional practice in health. This edited collection to redress this by providing the conditions for critical engagement with inter-professional issues through developing a critical sociology of inter-professional health care practice. The core strength of the book is the meditations, case studies, evaluations and theoretical reflections on the practice of inter-professional collaboration in health by pre-eminent scholars from Australia, Canada and the United Kingdom. The book provides a sophisticated critical inquiry that uses a wide array of multi-disciplinary conceptual tools to study the phenomenon of inter-professional practice in a way that is easily understood by both instructors and students in the fields of medicine, allied health and nursing.

This book examines medical professionalism, dissecting the concept into various components while providing both an evidence-based and personal approach. In recent years professionalism has come under intense scrutiny and stimulated wide-ranging and far-reaching debate. The big issues include teaching and learning professionalism, the assessment of professional behaviour at all levels of practice and the problem of what should happen when professionals are deemed to be acting unprofessionally'. Professionalism also encompasses self-care, lifelong learning, teamwork and interaction within a culturally diverse society. This book comprehensively examines all these aspects, to provide a thorough overview of this important and evolving field. It has significant implications for doctors' education and continuing professional development, and is vital reading for medical educators and everyone concerned with the future of the medical profession.

This work includes a Foreword by Jonathan Silverman, Associate Clinical Dean and Director of Communication Studies, School of Clinical Medicine, University of Cambridge. Emphasis is placed on shared decision making, appraisal, and dealing with difficult situations as well as the more common topics such as taking a history and breaking bad news. Healthcare educators with an interest in communication skills training and personal and professional development will find this guide invaluable, as will undergraduate and postgraduate teachers in university and workplace settings. "As its central component, this manual of experiential learning provides a bank of ready-made simulated patient scenarios that will prove invaluable to anybody setting up a programme from scratch - here is a collection of scenarios with information for facilitators, participants and simulated patients and hints on how to run sessions on specific topics and it is clearly not just for beginners - those already running established programs will also find it so useful to be able to turn to a resource of simulated patient scenarios when planning a new session." "Now educators can turn to a practical source of expert guidance in setting up sessions utilising simulated patients. Experiential work with simulated patients is the most effective way of improving learners' communication skills. Practical, thoughtful and well considered help such as this new book is worth its weight in gold and will help so many educators as they strive to introduce this approach to learning into medical curricula and assessments." - Jonathan Silverman, in the Foreword.