Taking the decision, setting out the plan
The GP establishes the impact of the problem on the carer successfully, but then pivots to a decisive and directive stance, and Mr Patel comments afterwards that he felt this was 'what he will do' rather than sharing the decision- using the justification of his mental health.
Even though there was no finger-wagging or instructional tone, the possible health choices were listed rather than discussed, without pacing or checking that they would be suitable or acceptable.
The role of the GP is to know the management choices and explore them with the patient rather than demonstrate that they know the list. A tick-box approach is adopted by poorly-performing candidates in an attempt to get 'points' rather than find what management would best fit the individual's circumstances and preferences.
SCA Feedback Statements
Explanations were inadequately shared or adapted for the person's needs
The examiner felt that your explanations were unclear or insufficient for patient understanding.
Explanations should be relevant and understandable to patients and carers, using clear language that is both appropriate and accessible. People living with disability may need special consideration.
For example, ‘There is a small lesion on your film’ contains jargon that may have little meaning to your patient. Or ‘You have some proteins causing joint pain as your body is fighting itself’ may not be useful to a Rheumatology Nurse Specialist. A hearing-impaired person may benefit from visual aids or written explanations. A child of eleven may need an adaptation of the explanation given to their adult carer/parent.
Suggestion
Try to employ communication techniques and materials that may adapt explanations to the needs of the person and/or carer.
Consider what do they need to know, and how can I explain it in a way that is accessible and helpful for them? Then how might I check they understand?