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The recent history of medicine is one of great biological and technological advances. Diagnoses are being made earlier, diseases caught sooner, patients living longer. And yet there is one area that lags behind the rest of the field: despite the efforts of graduate courses and training manuals, too many doctors still find communication a challenge.   In Patient-Centered Medicine in Transition, the focus is not on skills or tools but on context to improve communication not only with patients, but between colleagues, with management, and within and across teams. Rigorous and readable, this timely manifesto presents new models of team process in patient-centered care, emphasizing their value in reducing harmful medical errors and improving patient care, safety, and outcomes. Further, the author provides significant research evidence supporting democratic approaches to communication in medicine while also addressing vital questions of ethics, empathy, gender dynamics, and physician self-care. Included in the coverage:  The epidemic of communication hypocompetence. Patient-centeredness without a center. How doctors think can be judged from how they listen and speak. Working and learning in teams in the new era of health care. Blunting Occam's Razor: team process and complexity theory. Building a collaborative community in medical education research.  Patient-Centered Medicine in Transition offers a bold new reconceptualization of an important topic and a roadmap to new frontiers in practice to be read and discussed by researchers and practitioners in medical education.

Communication in medicine. --- Patient-centered health care. --- Physician and patient. --- Physician-patient relations. --- Patient-centered health care --- Physician and patient --- Communication in medicine --- Models, Theoretical --- Primary Health Care --- Patient Care Management --- Teaching --- Comprehensive Health Care --- Education, Professional --- Investigative Techniques --- Education --- Health Services Administration --- Health Care --- Anthropology, Education, Sociology and Social Phenomena --- Analytical, Diagnostic and Therapeutic Techniques and Equipment --- Patient-Centered Care --- Models, Nursing --- Patient Care Team --- Models, Educational --- Education, Medical --- Medicine --- Health & Biological Sciences --- Medical Professional Practice --- Medical Education --- History. --- Practice --- Health communication --- Medical communication --- Education. --- Medical education. --- Medical Education. --- Medical personnel --- Professional education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Medical care --- Health Workforce

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"Educating Doctors' Senses Through the Medical Humanities: How Do I Look? uses the medical diagnostic method to identify a chronic symptom in medical culture: the unintentional production of insensibility through compulsory mis-education. This book identifies the symptom and its origins and offers an intervention: deliberate and planned education of sensibility through the introduction of medical humanities to the core undergraduate medicine and surgery curriculum. To change medical culture is an enormous challenge, and this book sets out how to do this by answering the following questions: How has a compulsory mis-education for insensibility developed in medical culture and medical education? How is sensibility capital generated, who 'owns' it, and how is it distributed, mal-distributed and re-distributed? What is the place of resistance (or 'dissensus') in this process? How can the symptom of a 'developed' insensibility be addressed pedagogically through introduction of the medical humanities as core and integrated curriculum provision? How can both the identity constructions of doctors and doctor-patient relationships be tied up with education for sensibility? How can artists work with clinicians, through the medical humanities in medical education, to better educate sensibility? The book will be of interest to all medical educators and clinicians, including those health and social care professionals outside of medicine who work with doctors"--

Medical education. --- Education, Medical --- Humanities --- Sensation --- Philosophy, Medical --- methods --- education

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This book brings together an edited selection of presentations from the Association for Medical Humanities annual conference 2015, held at Dartington Hall, UK, that address the question: How might innovative performing arts help to develop medical education and practice? It includes papers and accounts of both keynote talks and performances, presenting cutting-edge activity, thinking and research in the medical and health humanities. The volume also offers an archive of a visual arts exhibition focused on surgical themes that ran in conjunction with the conference. An introductory chapter situates the conference in the context of Dartington Hall's radical education tradition, while an overview chapter discusses the theme of 'risk and regulation' in contemporary culture, with particular reference to medicine and healthcare. Part I: Selected Keynotes covers three key areas in the conversation between medicine and the arts: 'chance' in health and illness; the contested role of simulation in art and medical education; and risks in introducing arts-based learning to medical students. Part II: Performances archives three innovative and challenging performance pieces presented at the conference, with commentaries and discussion, including a closely-argued philosophical justification for performance art. Part III: Histories offers a historical gaze on: anatomical illustration; plagues represented through art; and poetry written in combat. Part IV: For some, just living is a risk offers a photo-essay on Haiti's symptoms; a photo-record on the regulation of foodways for those living at the edge of subsistence; a medical student's wry account of scepticism towards the use of arts in medical education; and a photo-essay concerning the care of a child with complex disabilities and special needs. Part V: Exhibition 'At the Sharp End of Bluntness' archives deliberately provocative visual work addressing surgical themes and living with cystic fibrosis as 'Slow Death'.

Medicine in the Arts. --- Education, Medical. --- Humanities. --- Medical Education --- Medicine --- Physicians --- Physicians, Women --- Students, Medical --- education --- United Kingdom --- Great Britain --- Isle of Man --- Medicine and art. --- Art and medicine --- Art --- Art and science --- Anatomy, Artistic --- Medical illustration

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In recent decades medical humanities and medical history have both emerged as rich and varied sub disciplines. This book presents a collection of specially commissioned essays designed to bring together different approaches to these complex fields. Written by a selection of established and emerging scholars in the field, it embraces a breadth and range of methodological approaches to highlight not only developments in established areas of debate, but also to trace fresh areas of investigation, such as graphic medicine, new methodological approaches to the medical humanities, and the value of the humanities in medical education.

Public health --- Humanities. --- Medicine and art. --- Medicine --- Art therapy --- Philosophy, Medical --- Art Therapy --- History, 20th Century. --- Humanities --- Medicine in Literature. --- Music Therapy. --- Medicine and art --- Philosophy. --- history.