Calgary–Cambridge model

The Calgary–Cambridge model (Calgary-Cambridge guide) is a method for structuring medical interviews. It focuses on giving a clear structure of initiating a session, gathering information, physical examination, explaining results and planning, and closing a session. It is popular in medical education in many countries.

Method

The Calgary–Cambridge model involves:

• initiating a session:^[1][2] This involves preparation by the clinician, building rapport with the patient, and an understanding of why the interview is needed.^[1]
• gathering information:^[1][2] This may be split into a focus on a biomedical perspective, the patient's experience, and contextual information about the patient.^[1][2] Contextual information may include personal history, social history, and other medical history.^[2]
• a physical examination of a patient:^[1][2] This varies based on the purpose of the interview.
• explaining results and planning:^[1][2] This aims to ensure a shared understanding, and allowing for shared decision-making.^[1]
• closing a session:^[1][2] This may involve discussing further plans.^[1]

This is designed to give a clear structure to the interview, and to help to build the relationship between the clinician and the patient.^[1] The importance of nonverbal communication is noted.^[1]

The model is based on 71 skills and techniques that improve patient interviews.^[2] These include maintaining eye contact, active listening (not interrupting, giving verbal cues), summarizing information frequently, asking about patient ideas and beliefs, and showing empathy.^[2]

Advantages

The Calgary–Cambridge model was developed based on evidence from interviews of patients, and what made them successful.^[3] It is generally focussed on the patient and their experience.^[4] The guide of skills and techniques is generally seen as comprehensive.^[5]

Disadvantages

The Calgary–Cambridge model has been criticized for creating a separation between the process of interviewing a patient and the information gained.^[1] The 71 skills are very difficult to incorporate simultaneously, making it more difficult to learn for clinicians than other techniques.^[5]

History

The Calgary–Cambridge model is named after Calgary, Canada, and Cambridge, United Kingdom where the three authors worked.^[6] It is popular in medical education in many countries.^[1][7] It has also been adapted for veterinarians.^[8] Other models, such as the Global Consultation Rating Scale, have been based on the Calgary–Cambridge model.^[9]