Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

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

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

"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

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The purpose of medical education is to benefit patients by improving the work of doctors. Patient centeredness is a centuries old concept in medicine, but there is still a long way to go before medical education can truly be said to be patient centered. Ensuring the centrality of the patient is a particular challenge during medical education, when students are still forming an identity as trainee doctors, and conservative attitudes towards medicine and education are common amongst medical teachers, making it hard to bring about improvements. How can teachers, policy makers, researchers and doctors bring about lasting change that will restore the patient to the heart of medical education? The authors, experienced medical educators, explore the role of the patient in medical education in terms of identity, power and location. Using innovative political, philosophical, cultural and literary critical frameworks that have previously never been applied so consistently to the field, the authors provide a fundamental reconceptualisation of medical teaching and learning, with an emphasis upon learning at the bedside and in the clinic. They offer a wealth of practical and conceptual insights into the three-way relationship between patients, students and teachers, setting out a radical and exciting approach to a medical education for the future. "This book is a truly visionary contribution to the Flexner centenary. It is compulsory reading for the medical educationalist with a serious concern for the future - and for the welfare of patients and learners in the here and now." Professor Tim Dornan, University of Manchester Medical School and Maastricht University Graduate School of Health Professions.

Education, Medical. --- Medical education. --- Medical. --- Education, Professional --- Education --- Anthropology, Education, Sociology and Social Phenomena --- Education, Medical --- Medicine --- Health & Biological Sciences --- Medical Education --- Study and teaching. --- Medical personnel --- Education. --- Medicine. --- Curriculums (Courses of study). --- Medical Education. --- Medicine/Public Health, general. --- Learning & Instruction. --- Curriculum Studies. --- Curricula. --- Professional education --- Medical education --- Curriculum planning. --- Clinical sciences --- Medical profession --- Human biology --- Life sciences --- Medical sciences --- Pathology --- Physicians --- Curriculum development --- Instructional systems --- Planning --- Curricula --- Design --- Health Workforce --- Learning. --- Instruction. --- Education—Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Learning process --- Comprehension --- Medical sciences. --- Learning, Psychology of. --- Health Sciences. --- Instructional Psychology. --- Learning --- Psychology of learning --- Educational psychology --- Learning ability --- Basic medical sciences --- Basic sciences, Medical --- Biomedical sciences --- Health sciences --- Preclinical sciences --- Sciences, Medical --- Psychological aspects

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Curriculum development --- Didactics --- Didactics of medicine --- Hygiene. Public health. Protection --- medische opleidingen --- didactiek --- geneeskunde --- gezondheidszorg --- curriculumontwikkeling

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The purpose of medical education is to benefit patients by improving the work of doctors. Patient centeredness is a centuries old concept in medicine, but there is still a long way to go before medical education can truly be said to be patient centered. Ensuring the centrality of the patient is a particular challenge during medical education, when students are still forming an identity as trainee doctors, and conservative attitudes towards medicine and education are common amongst medical teachers, making it hard to bring about improvements. How can teachers, policy makers, researchers and doctors bring about lasting change that will restore the patient to the heart of medical education? The authors, experienced medical educators, explore the role of the patient in medical education in terms of identity, power and location. Using innovative political, philosophical, cultural and literary critical frameworks that have previously never been applied so consistently to the field, the authors provide a fundamental reconceptualisation of medical teaching and learning, with an emphasis upon learning at the bedside and in the clinic. They offer a wealth of practical and conceptual insights into the three-way relationship between patients, students and teachers, setting out a radical and exciting approach to a medical education for the future. "This book is a truly visionary contribution to the Flexner centenary. It is compulsory reading for the medical educationalist with a serious concern for the future - and for the welfare of patients and learners in the here and now." Professor Tim Dornan, University of Manchester Medical School and Maastricht University Graduate School of Health Professions

Curriculum development --- Didactics --- Didactics of medicine --- Hygiene. Public health. Protection --- medische opleidingen --- didactiek --- geneeskunde --- gezondheidszorg --- curriculumontwikkeling