Abstract
Although the inclusion of the teaching of clinical communication skills is common in the training of health professionals, few published papers exist which either describe the theoretical basis of such teaching or provide comprehensive assessment procedures. This paper highlights the contributions of behavioural analysis and, centrally, the development of cognitive scripts or schemata to the understanding of the teaching of clinical communication skills. A model for a course designed explicitly to develop such scripts is described and the implications of such an understanding are discussed.
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