Harley Street Institute

    Anti-Ageing & Longevity Medicine

    Part of Module 4: Communication, Consultation & LeadershipReading · case work · reflective practice
    Curriculum contents

    Curriculum contents

    Worked Case: Richard, Start to Finish

    Illustrative private consultation showing attentive clinician–patient communication
    Before we begin
    “Richard's results are back. Everything you have learned in Modules 1–4 is now on the table at once. Run the consultation.”

    The teaching

    The annotated weaker and improved consultation transcripts are awaiting Dr Haq’s supplied material. They will demonstrate consultation tasks, relationship-building, reflections, risk communication and team handover; no transcript has been invented.

    Practitioner / Coach application

    Practitioner

    Coach

    Apply consultation skills within clinical scope; own interpretation, risk decisions and clinical handover.

    Apply relationship and behaviour-change skills; keep diagnostic and treatment decisions with the clinician.

    Dr Haq’s 30 Seconds

    A short personal take from your course director

    Recording to come — 20–40 seconds in Dr Haq’s own words.

    A note on the evidence

    This case exercise applies the preceding communication frameworks; it does not establish that a particular consultation sequence improves clinical outcomes.

    Patient Journey — Checkpoint 17

    Continuing case
    Richard Okafor46 yearsFinance director

    Richard agrees a plan, but asks: "Can I tell my wife and bring her next time?" Which lesson tells you what to do next, and why?

    How would you apply the lesson to this conversation?

    Practice task

    Learners submit a 500-word reflection or a 5-minute recorded consultation role-play with one peer, plus a short self-assessment against the five learning outcomes.

    Prepare the task using a fictional or fully anonymised case. Assessor submission arrangements are awaiting confirmation; this page does not submit recordings or award competence.

    Reflect before you move on

    What would you do differently in your next consultation or client session, starting this week?

    Case consultation · practice reflection · self-assessment

    References

    • Pendleton D, Schofield T, Tate P, Havelock P. The Consultation: An Approach to Learning and Teaching. Oxford University Press, 1984. (Seven tasks incl. ICE in task 1; via GPnotebook.)
    • Neighbour R. The Inner Consultation. MTP Press, 1987. (Five checkpoints; via GPnotebook.)
    • Kurtz SM, Silverman JD. The Calgary-Cambridge Referenced Observation Guides: an aid to defining the curriculum and organizing the teaching in communication training programmes. Med Educ 1996;30:83–89. (Task list and two-thread structure.)
    • Rogers CR. On Becoming a Person. 1961. Core conditions summarised in StatPearls, NBK589708.
    • Rubak S, Sandbæk A, Lauritzen T, Christensen B. Motivational interviewing: a systematic review and meta-analysis. Br J Gen Pract 2005;55:305–312. (via NCBI DARE NBK71656.)
    • Cahill K, Lancaster T, Green N. Stage-based interventions for smoking cessation. Cochrane Database Syst Rev. 2010;(11):CD004492. https://www.cochrane.org/evidence/CD004492_are-stage-based-interventions-more-effective-non-stage-based-ones-helping-smokers-quit
    • Gigerenzer G, Edwards A. Simple tools for understanding risks: from innumeracy to insight. BMJ 2003;327:741–744.
    • West M. Compassionate leadership: attending, understanding, empathising, helping (via FMLM materials).
    • Elwyn G et al. A three-talk model for shared decision making: multistage consultation process. BMJ. 2017;359:j4891. https://www.bmj.com/content/359/bmj.j4891
    • Rubak et al. Full review: https://bjgp.org/content/55/513/305
    • Gigerenzer & Edwards: https://www.bmj.com/content/327/7417/741

    Consultation resources

    Revisit Lesson 3.2: scope and referral

    Self-assessment against the learning outcomes

    Module 4 knowledge check

    Key Points

    • Pick one structure and use it deliberately for a week.
    • Ask ICE in every first appointment.
    • Give every number a meaning and a next step; use natural frequencies.
    • Reflect before you advise.
    • Name your scope and your referral route in one sentence.
    Leadership, Teams & SystemsNext lesson coming soon

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    From Aesthetic Intelligence

    Further reading

    Continue with relevant clinical analysis and evidence reviews from the HSI journal.

    Endolaser Power vs Energy (Jowl)

    A retrospective two-cohort case series (n=10) holding energy constant at 300 J per side and raising power from 3 W to 4 W — satisfaction rose from 7/10 to 9/10. The physics of thermal confinement explains why.

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    The Ageing Curve

    A clinical review of non-linear biological ageing, the menopausal collagen cliff, and a four-stage framework for timing biostimulatory and corrective treatment rather than reacting to whichever feature bothers the patient.

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    Different Doors In, Same Standard Out

    A position paper on UK aesthetic training: why professional title is a poor proxy for competence, a fifteen-domain Aesthetic Core Curriculum, gap-directed bridging education, and one identical exit standard before independent practice.

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