• Breaking bad news.

      Maguire, Peter; CRC Psychological Medicine Group, Christie Hospital, Manchester, UK. (1998-06)
      The way in which news about a cancer diagnosis or recurrence is broken can have a profound effect on the patient's psychological wellbeing. When the information given is perceived by the patient as too much to too little and resultant concerns remain undisclosed and unresolved there is a high risk that the patient will develop clinical anxiety and/or depression. Guidelines are provided, therefore, to help them appropriately. Strategies are also suggested which will allow the patient's concerns to be elicited in an efficient but caring manner.
    • Doctor-patient communication: the Toronto consensus statement.

      Simpson, M; Buckman, R; Stewart, M; Maguire, Peter; Lipkin, M; Novack, D; Till, J; Toronto-Bayview Regional Cancer Centre, University of Toronto, Ontario, Canada. (1991-11-30)
    • Improve the counselling skills of doctors and nurses in cancer care.

      Maguire, Peter; Faulkner, A; Cancer Research Campaign Psychological Medicine Group, Christie Hospital, Manchester. (1988-10-01)
    • One-third of doctors completing specialist training in diabetes fail to secure a substantive consultant post: young Diabetologists' Forum Survey 2010.

      Cheer, Kelly; George, J T; Grant, P; Herring, R; Maitland, R A; Piya, M; Price, H C; Wilmot, E G; Hillson, R; Christie Hospital, Manchester. kellycheer@doctors.net.uk (2012-06)
      Reports have highlighted a shortage of consultant diabetologist posts in the UK. The number of doctors completing specialist training in diabetes has increased in recent years, but little is known about their employment after they receive their certificate of completion of training. An online survey was sent to all doctors who completed specialist diabetes training from January 2008 to September 2010. Of the 95 eligible respondents, 69 (73%) completed the survey (61% men; median age 36 years). Forty-three (62%) respondents secured substantive NHS consultant posts, and of those who gave their job breakdown, 48/51 (94%) were contributing to specialist diabetes care. Five (7%) respondents held substantive academic positions, while 11 (16%) were locum consultants. Seven (9%) respondents worked abroad, with half of these attributing their emigration to lack of opportunities in the UK. When asked about alternative choices, 39% of respondents were likely to seek 'general physician' roles, which equalled the number who would consider emigrating. Overall, only two-thirds of doctors who complete specialist training in diabetes secure substantive NHS consultant positions, which suggests a failure in workforce planning and a lack of expansion of the number of consultant posts despite progression of the diabetes epidemic.
    • UICC postgraduate courses in clinical cancer chemotherapy: a teaching experience outside Europe.

      Brunner, K; Crowther, Derek; Eckhardt, S; Monfardini, S; Olive, A D; Reed, D W (1980)
    • Workshops for consultants on the teaching of clinical communication skills.

      Bird, J; Hall, A; Maguire, Peter; Heavy, A; Department of Psychological Medicine, King's College School of Medicine and Dentistry, London, UK. (1993-03)
      A group of senior medical school staff concerned about the short-lived effects of communication training formed the Medical Interview Teaching Association. They felt that communication training needed to be reinforced throughout the curriculum and that this would need active involvement by large numbers of consultants. To achieve this they planned a series of workshops. Seventeen consultants and eight other senior staff agreed to participate in the pilot workshop. This was a 3 1/2-day residential workshop. The structure was adapted from a 'faculty development' model used successfully in the USA. Participants worked mostly in small groups helped by experienced facilitators. The teaching style was learner centred and therefore the details of the problem-based agenda and the choice of working methods were largely determined by the participants themselves. There were also some conventional lectures and demonstrations. Evaluation was by postal questionnaire 2 weeks later. This requested both qualitative comments and Likert scale ratings about every aspect of process and outcome. Most responses were strongly positive. Participants felt they made good progress in developing new skills and new curriculum ideas. They also felt more motivated and self-aware as teachers. The learner-centred approach and the diversity of learning activities were seen as very useful. The unstructured approach to self-awareness training was felt to be less useful. It is concluded that such workshops could well lead to more effective communication training and may also have wider implications for medical education.