By Jochanan Benbassat
This concise, effortless to learn identify is designed for medical academics trying to refine their method of instructing expert attitudes and uncomplicated talents to clinical scholars. medical professionals vary in values, education and perform atmosphere, and at last they undertake different techniques to sufferer interviewing, facts assortment and problem-solving. for this reason, scientific scholars may perhaps come upon major adjustments within the scientific equipment in their tutors. for instance, a few medical professionals motivate sufferers’ narratives through the use of open-ended questions whereas others prefer closed-questions; and health center- and community-based medical professionals could disagree at the price of the actual exam. clinical scholars might be questioned via those transformations and by means of controversies approximately matters, reminiscent of doctor-patient kin and the techniques to scientific reasoning.
This convenient identify is meant to aid tutors deal with lots of those matters, and to supply an strategy not just to instructing sufferer interviewing and the actual exam yet to instructing a few clinically proper subject matters of the behavioral and social sciences which are so very important to constructing an efficient, well-rounded physician.
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Additional resources for Teaching Professional Attitudes and Basic Clinical Skills to Medical Students: A Practical Guide
Sample text
Mueller PS, Barrier PA, Call TG, Duncan AK, Hurley DL, Multari A, Rabatin JT, Li JT. Views of new internal medicine faculty of their preparedness and competence in physicianpatient communication. BMC Med Educ. 2006;6:30. 6. Mead N, Bower P. Patient-centredness: a conceptual framework and review of the empirical literature. Soc Sci Med. 2000;51:1087–110. Beck RS, Daughtridge R, Plilip D, Sloane PD. Physician-patient communication in the primary CaRE office: a systematic review. J Am Board Fam Pract.
Is that both clinicians and social scientists should do so, as already reported by Rieker and Begun [16] and Priel and Rabinowitz [21]. However, Engel has warned that such combinations may unintentionally perpetuate the split between biomedical and psychosocial problems by implying that the latter are exclusive to the domain of social workers and psychiatrists rather than a part of the daily clinical practice of all physicians. Therefore, he argued, a crucial challenge for medical education was to identify, and assist in the training of, model teacher-clinicians.
She/he would point out that the various components of this approach were proposed by the students themselves in Step II to resolve problems in doctor–patient communication. The tutor may also inform the students that, surprisingly, the disease-centered interview does not save time [12]. Actually, given equal time constraints, listening to a patient for 1–3 min may be more informative than listening for an average of 18 s and then asking closed questions. However, the tutor recognizes that some physicians employ mainly a disease-centered approach because they wish to explore a patient’s complaint immediately, they think that controlling the interview will save time or they feel uncomfortable when confronted with patients attempting to share personal problems.