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This article answers a question asked by many clinicians: "There are students in my workplace, what next?" SMAC (Situation, Me, Act, and Check) summarises how clinicians can help students learn from encounters with patients. SMAC TOOL: HELPING STUDENTS LEARN REFLECTIVELY FROM EXPERIENCE Having used ExBL tools presented in Box 1 to establish a psychologically safe learning environment, SMAC helps students learn I from i practice. [Extracted from the article]

Kurt Lewin Across health care, practitioners and researchers grapple with the problem of implementation, reflected in terms such as "the theory-practice gap", and "knowledge translation". As a comprehensive, practically oriented way into IS, we recommend the Consolidated Framework for Implementation Research, which synthesises leading theories and approaches to identify and explain key constructs that influence implementation.1 CFIR provides a blueprint to support both doing and describing implementation. INTRODUCING IMPLEMENTATION SCIENCE Implementation Science (IS) is the scientific study of methods and strategies whose goal is to assimilate research evidence into practice. [Extracted from the article]

Summary: Background: Non‐verbal communication skills (NVCS) help physicians to deliver relationship‐centred care, and the effective use of NVCS is associated with improved patient satisfaction, better use of health services and high‐quality clinical care. In contrast to verbal communication skills, NVCS training is under developed in communication curricula for the health care professions. One of the challenges teaching NVCS is their tacit nature. In this study, we evaluated drama exercises to raise awareness of NVCS by making familiar activities 'strange'. Methods: Workshops based on drama exercises were designed to heighten an awareness of sight, hearing, touch and proxemics in non‐verbal communication. These were conducted at eight medical education conferences, held between 2014 and 2016, and were open to all conference participants. Workshops were evaluated by recording narrative data generated during the workshops and an open‐ended questionnaire following the workshop. Data were analysed qualitatively, using thematic analysis. Non‐verbal communication skills help doctors to deliver relationship‐centred care Results: One hundred and twelve participants attended workshops, 73 (65%) of whom completed an evaluation form: 56 physicians, nine medical students and eight non‐physician faculty staff. Two themes were described: an increased awareness of NVCS and the importance of NVCS in relationship building. Drama exercises enabled participants to experience NVCS, such as sight, sound, proxemics and touch, in novel ways. Participants reflected on how NCVS contribute to developing trust and building relationships in clinical practice. Discussion: Drama‐based exercises elucidate the tacit nature of NVCS and require further evaluation in formal educational settings. [ABSTRACT FROM AUTHOR]