By Jochanan Benbassat
This concise, effortless to learn identify is designed for scientific lecturers seeking to refine their method of instructing expert attitudes and easy talents to scientific scholars. medical professionals vary in values, education and perform surroundings, and finally they undertake assorted methods to sufferer interviewing, information assortment and problem-solving. for this reason, scientific scholars may well stumble upon major adjustments within the scientific tools in their tutors. for instance, a few medical professionals motivate sufferers’ narratives through the use of open-ended questions whereas others desire closed-questions; and health center- and community-based medical professionals might disagree at the worth of the actual exam. clinical scholars could be wondered by way of those adjustments and by means of controversies approximately concerns, resembling doctor-patient kinfolk and the methods to medical reasoning.
This convenient name is meant to assist tutors deal with lots of those matters, and to supply an method not just to educating sufferer interviewing and the actual exam yet to educating a few clinically proper themes of the behavioral and social sciences which are so very important to constructing an efficient, well-rounded physician.
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Extra info for Teaching Professional Attitudes and Basic Clinical Skills to Medical Students: A Practical Guide
1 assumes that the patient–doctor relationship is central to health-care delivery. Other medical faculties may disagree with this and opt for different educational priorities, such as emphasizing the social responsibility of the medical profession or community-based health care. Whatever the educational philosophy, a list of teaching priorities is an essential step toward establishing clarity in defining the BSS core curriculum. An agreed-upon list of priorities is a commitment to attaining specified learning objectives.
Since then, this “disease-centered” interview has been supplemented by a “patient-centered” (participatory) communication style that also attempts to elucidate the patient’s expectations, establish trust, share health-related information, and negotiate management decisions . The phrase “communication style” is used here as an all-inclusive term for the focus of the interview (patient-oriented vs. diseaseoriented), interviewing techniques (open-ended vs. closed questions), doctors’ habits (listening to patients and interpreting their nonverbal messages), implicit values (care and empathy), and respect for a patient’s right to participate in clinical decisions.
The tutor would respond that such decisions are a trade-off between the patient’s need to be heard out and the doctor’s time constraints. On the one hand, the longer the interview, the better the doctor’s chances of obtaining insight into the patient’s concerns; indeed, the duration of the doctor– patient encounter has been found to be associated with increased patient and doctor satisfaction, fewer malpractice claims, and reduced prescription rates, requests for ancillary testing and referral to specialists .
Teaching Professional Attitudes and Basic Clinical Skills to Medical Students: A Practical Guide by Jochanan Benbassat