0% found this document useful (0 votes)
43 views1 page

(PDF) Essential Elements of Communication in Medi

Uploaded by

dhivya2195
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
43 views1 page

(PDF) Essential Elements of Communication in Medi

Uploaded by

dhivya2195
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 1

Download full-text PDF Join for free Login

Article PDF Available Literature Review

Essential Elements of
Communication in Medical
Encounters: The Kalamazoo
Consensus Statement
April 2001 · Academic Medicine 76(4):390-393
DOI:10.1097/00001888-200104000-00021

Authors:

Gregory Makoul
UConn Health Center

Patrick H. Brunett

Thomas L. Campbell

Kathleen Cole-Kelly
Case Western Reserve University School of …

Show all 21 authors

Citations (842) References (48)

Abstract

In May 1999, 21 leaders and representatives from


major medical education and professional
organizations attended an invitational conference
jointly sponsored by the Bayer Institute for Health Care
Communication and the Fetzer INSTITUTE: The
participants focused on delineating a coherent set of
essential elements in physician-patient communication
to: (1) facilitate the development, implementation, and
evaluation of communication-oriented curricula in
medical education and (2) inform the development of
specific standards in this domain. Since the group
included architects and representatives of five
currently used models of doctor-patient
communication, participants agreed that the goals
might best be achieved through review and synthesis
of the models. Presentations about the five models
encompassed their research base, overarching views
of the medical encounter, and current applications. All
attendees participated in discussion of the models and
common elements. Written proceedings generated
during the conference were posted on an electronic
listserv for review and comment by the entire group. A
three-person writing committee synthesized
suggestions, resolved questions, and posted a
succession of drafts on a listserv. The current
document was circulated to the entire group for final
approval before it was submitted for publication. The
group identified seven essential sets of communication
tasks: (1) build the doctor-patient relationship; (2) open
the discussion; (3) gather information; (4) understand
the patient's perspective; (5) share information; (6)
reach agreement on problems and plans; and (7)
provide closure. These broadly supported elements
provide a useful framework for communication-
oriented curricula and standards.

Discover the world's research


25+ million members
160+ million publication pages
2.3+ billion citations

Join for free

Public Full-text 1

Content uploaded by Elizabeth A Rider Author content


Content may be subject to copyright.

ES S A Y

Essential Elements of Communication in Medical


Encounters: The Kalamazoo Consensus Statement
Participants in the Bayer – Fetzer Conference on Physician– Patient Communication in Medical Education

ABSTRACT

In May 1999, 21 leaders and representatives from major participated in discussion of the models and common el-
medical education and professional organizations at- ements. Written proceedings generated during the con-
tended an invitational conference jointly sponsored by ference were posted on an electronic listserv for review
the Bayer Institute for Health Care Communication and comment by the entire group. A three-person writing
and the Fetzer Institute. The participants focused on committee synthesized suggestions, resolved questions,
delineating a coherent set of essential elements in and posted a succession of drafts on a listserv. The current
physician –patient communication to: (1) facilitate the document was circulated to the entire group for final ap-
development, implementation, and evaluation of com- proval before it was submitted for publication. The group
munication-oriented curricula in medical education and identified seven essential sets of communication tasks: (1)
(2) inform the development of specific standards in this build the doctor –patient relationship; (2) open the dis-
domain. Since the group included architects and repre- cussion; (3) gather information; (4) understand the pa-
sentatives of five currently used models of doctor– patient tient’s perspective; (5) share information; (6) reach agree-
communication, participants agreed that the goals might ment on problems and plans; and (7) provide closure.
best be achieved through review and synthesis of the These broadly supported elements provide a useful frame-
models. Presentations about the five models encompassed work for communication-oriented curricula and stan-
their research base, overarching views of the medical dards.
encounter, and current applications. All attendees Acad. Med. 2001;76:390 –393.

A growing emphasis on physician –pa- days in Kalamazoo, Michigan, for the 2. Providing tangible examples of
tient communication in medicine and Bayer –Fetzer Conference on Physi- skill competencies that would be useful
medical education is reflected in inter- cian –Patient Communication in Med- for licensing bodies, organizations that
national consensus statements,1,2 guide- ical Education. The aim of this invita- accredit medical schools and residency
lines for medical schools,3–6 and stan- tional conference was to identify and programs, and directors of medical ed-
dards for professional practice and specifically articulate ways to facilitate ucation programs at all levels.
education.7–12 In May 1999, with work communication teaching, assessment, 3. Ensuring that the product gener-
in these areas and related research13–17 and evaluation. ated by the group would be evidence
as a backdrop, 21 people from medical The group used an open-ended, iter- based and appropriate for teaching, as-
schools, residency programs, continuing ative process to identify and prioritize sessment, and evaluation.
medical education providers, and prom- topics for discussion. A major topic of
inent medical educational organizations interest to the entire group was deline- Since the group included architects
in North America convened for three ating a set of essential elements in phy- and representatives of five currently
sician –patient communication. Partici- used models of doctor –patient com-
pants expressed three goals for the munication, participants agreed that
The conference participants are listed in a box at the discussion: the goals might best be achieved
end of the text.
1. Reaching consensus on a ‘‘short through review and synthesis of the
Correspondence and requests for reprints should be models’ essential elements. Toward that
addressed to the Bayer Institute for Health Care
list’’ of elements that would characterize
Communication, 400 Morgan Lane, West Haven, effective communication in several end, brief presentations were delivered
CT 06516; e-mail: 具[email protected]典. clinical contexts. about each of the five models:

390 ACADEMIC MEDICINE , VOL. 76, NO. 4 / APRIL 2001

䡲 Bayer Institute for Health Care Com- lines, and standards. While the list is by Understand the Patient’s Perspective
munication E4 Model 18 no means exhaustive, the intent was to
䡲 Three Function Model/Brown Inter- make it easier for people working in this 䡲 Explore contextual factors (e.g., fam-
view Checklist19 area to identify not only the key tasks, ily, culture, gender, age, socioeco-
䡲 The Calgary – Cambridge Observation but the relevant knowledge, skills, and nomic status, spirituality)
Guide20 attitudes as well. References for the sup- 䡲 Explore beliefs, concerns, and expec-
䡲 Patient-centered clinical method21 porting research are listed and discussed tations about health and illness
䡲 SEGUE Framework for teaching and in a number of texts.20,21,23– 28 䡲 Acknowledge and respond to the pa-
assessing communication skills22 tient’s ideas, feelings, and values
Build a Relationship: The
Each presentation included an ex- Fundamental Communication Task Share Information
plicit description of the model, encom-
passing its research base, overarching A strong, therapeutic, and effective re- 䡲 Use language the patient can under-
views of the medical encounter, and lationship is the sine qua non of phy- stand
current applications. After discussion of sician –patient communication.29,30 The 䡲 Check for understanding
the models, attendees from the Accred- group endorses a patient-centered, or 䡲 Encourage questions
itation Council for Graduate Medical relationship-centered, approach to care,
Education (ACGME), the CanMEDS which emphasizes both the patient’s dis- Reach Agreement on Problems
2000 Project, the Educational Commis- ease and his or her illness experi- and Plans
sion for Foreign Medical Graduates ence.31,32 This requires eliciting the pa-
(ECFMG), and the Macy Health Com- tient’s story of illness while guiding the 䡲 Encourage the patient to participate
munication Initiative provided infor- interview through a process of diagnos- in decisions to the extent he or she
mation about their efforts to develop tic reasoning. It also requires an aware- desires
criteria for teaching and evaluating ness that the ideas, feelings, and values 䡲 Check the patient’s willingness and
physician –patient communication. The of both the patient and the physician ability to follow the plan
group then began looking for common- influence the relationship.2,15,33 Further, 䡲 Identify and enlist resources and sup-
alities among the models as well as this approach regards the physician – pa- ports
points of departure. This process was tient relationship as a partnership, and
enriched by the number and diversity of respects patients’ active participation in Provide Closure
organizations represented by conference decision making.34–36 The task of build-
participants. ing a relationship is also relevant for 䡲 Ask whether the patient has other is-
work with patients’ families and support sues or concerns
THE ESSENTIAL ELEMENTS networks. In essence, building a rela- 䡲 Summarize and affirm agreement with
tionship is an ongoing task within and the plan of action
Consensus on the essential elements of across encounters: it undergirds the 䡲 Discuss follow-up (e.g., next visit,
physician –patient communication was more sequentially ordered sets of tasks plan for unexpected outcomes)
reached by using the three goals out- identified below.
lined above to guide and ground dis- CONCLUSION
cussion. The group’s perspective on es- Open the Discussion
sential elements is consistent with the This outline of essential elements in ef-
task approach, a concept that has been 䡲 Allow the patient to complete his or fective physician – patient communica-
well supported in communication skills her opening statement tion provides a coherent framework for
teaching since the early 1980s. 3,18– 25 As 䡲 Elicit the patient’s full set of concerns teaching and assessing communication
noted by Makoul and Schofield,2 ‘‘fo- 䡲 Establish/maintain a personal connec- skills, determining relevant knowledge
cusing on tasks provides a sense of pur- tion and attitudes, and evaluating educa-
pose for learning communication skills. tional programs. In addition, the out-
The task approach also preserves the in- Gather Information line can inform the development of spe-
dividuality of [learners] by encouraging cific standards in this domain. Most of
them to develop a repertoire of strate- 䡲 Use open-ended and closed-ended the elements included in this document
gies and skills, and respond to patients questions appropriately are present in each of the five models
in a flexible way.’’ 䡲 Structure, clarify, and summarize in- examined during the process of consen-
By identifying specific communica- formation sus building. A major strength of the
tion tasks, the group worked to high- 䡲 Actively listen using nonverbal (e.g., outline is that it represents the collab-
light behaviors that are embedded in eye contact) and verbal (e.g., words oration and consensus of individuals
existing consensus statements, guide- of encouragement) techniques with a variety of backgrounds and in-

A CADEMIC M EDICINE, V OL. 76, NO. 4 / APRIL 2001 391

terests in medical education. Further, 6. Bass EB, Fortin AH 4th, Morrison G, Wills Abingdon, Oxon, U.K.: Radcliffe Medical
the basic outline can be tailored to S, Mumford LM, Goroll AH. National survey Press, 1998.
of clerkship directors in internal medicine on 21. Stewart M, Belle Brown J, Weston WW,
meet the needs of different specialties,
the competencies that should be addressed McWhinney IR, McWilliam CL, Freeman
settings, and health problems. Con- in the medicine core clerkship. Am J Med. TR. Patient-Centered Medicine: Transform-
scientious efforts to address these essen- 1997;102:564– 71. ing the Clinical Method. Thousand Oaks,
tial elements across practice settings 7. Liaison Committee on Medical Education. CA: Sage, 1995.
will help increase the efficiency Functions and Structure of a Medical School. 22. Makoul G. Communication research in med-
and effectiveness of physician –patient Washington, DC: Liaison Committee on ical education. In: Jackson L, Duffy BK (eds).
communication,37 enhance patient and Medical Education, 1998. Health Communication Research: A Guide
8. Klass D, De Champlain A, Fletcher E, King to Developments and Directions. Westport,
physician satisfaction,38,39 and improve A, Macmillan M. Development of a perfor- CT: Greenwood Press, 1998:17– 35.
health outcomes.40 mance-based test of clinical skills for the 23. Riccardi VM, Kurtz SM. Communication and
United States Medical Licensing Examina- Counseling in Health Care. Springfield, IL:
Gregory Makoul, PhD, director of the Program in tion. Fed Bull. 1998;85:177– 85. Charles C Thomas, 1983.
Communication and Medicine at Northwestern 9. Whelan GP. Educational Commission for 24. Pendleton D, Schofield T, Tate P, Havelock
University Medical School, provided leadership Foreign Medical Graduates: clinical skills as- P. The Consultation: An Approach to Learn-
in the writing process. sessment prototype. Med Teach. 1999;21: ing and Teaching. Oxford, U.K.: Oxford Uni-
The Bayer– Fetzer Conference on Physician–Pa- 156– 60. versity Press, 1984.
tient Communication in Medical Education was 10. Committee for Review of Program Require- 25. Cohen-Cole SA. The Medical Interview:
held May 11– 14, 1999. The Bayer Institute for ments. Agenda Book. Chicago, IL: Accredi- The Three-Function Approach. St. Louis,
Health Care Communication is a non-commer- tation Council for Graduate Medical Educa- MO: Mosby Year Book, 1991.
cial, nonprofit, organization whose mission is to tion Accreditation, 1999. 26. Lipkin M Jr, Putnam SM, Lazare A (eds).
improve health through education, research, and 11. Communications Self-Evaluation Process The Medical Interview: Clinical Care, Edu-
advocacy in the area of clinician– patient com- (COM-SEP) Committee. Minutes. Philadel- cation, and Research. New York: Springer-
munication. The Fetzer Institute is a nonprofit, phia, PA: American Board of Internal Med- Verlag, 1995.
private operating foundation that supports re- icine, 1999. 27. Silverman J, Kurtz S, Draper J. Skills for
search, education, and service programs exploring 12. Tate P, Foulkes J, Neighbour R, Campion P, Communicating with Patients. Abingdon,
the integral relationships among body, mind, and Field S. Assessing physicians’ interpersonal Oxon, U.K.: Radcliffe Medical Press, 1998.
spirit. The conference site was Seasons, A Center skills via videotaped encounters: a new ap- 28. Stewart M, Roter D. Communicating with
for Renewal, owned and operated by the Fetzer proach for the Royal College of General Medical Patients. Thousand Oaks, CA: Sage,
Institute, in Kalamazoo, Michigan. Practitioners Membership Examination. J 1989.
Health Comm. 1999;4:143– 52.
This consensus statement reflects the views of the 29. Novack DH. Therapeutic aspects of the clin-
13. Novack DH, Volk G, Drossman DA, Lipkin
conference participants; it does not necessarily ical encounter. J Gen Intern Med. 1987;2:
M Jr. Medical interviewing and interpersonal
imply endorsement by their institutions or asso- 346– 55.
skills teaching in U.S. medical schools. Prog-
ciations. 30. Safran DG, Taira DA, Rogers WH, Kosinski
ress, problems, and promise. JAMA. 1993;
M, Ware JE, Tarlov AR. Linking primary care
269:2101– 5.
performance to outcomes of care. J Fam
14. Hargie O, Dickson D, Boohan M, Hughes K.
Pract. 1998;47:213– 20.
REFERENCES A survey of communication skills training in
31. Engel GL. The need for a new medical
UK schools of medicine: present practices
model: a challenge for biomedicine. Science.
1. Simpson M, Buckman R, Stewart M, et al. and prospective proposals. Med Educ. 1998;
Doctor– patient communication: the Toronto 32:25– 34. 1977;196:129– 36.
consensus statement. BMJ. 1991;303:1385– 7. 15. Makoul G, Curry RH, Novack DH. The fu- 32. Kleinman A. The Illness Narratives: Suffer-
2. Makoul G, Schofield T. Communication ture of medical school courses in professional ing, Healing and the Human Condition. New
teaching and assessment in medical educa- skills and perspectives. Acad Med. 1998;73: York: Basic Books, 1988.
tion: an international consensus statement. 48– 51. 33. Novack DH, Suchman AL, Clark W, Epstein
Patient Educ Couns. 1999;137:191– 5. 16. Boon H, Stewart M. Patient –physician com- RM, Najberg E, Kaplan C. Calibrating the
3. Association of American Medical Colleges. munication assessment instruments: 1986 to physician: personal awareness and effective
Medical School Objectives Project, Report 1996 in review. Patient Educ Couns. 1998; patient care. JAMA. 1997;278:502– 9.
III. Contemporary Issues in Medicine: Com- 35:161– 76. 34. Williams GC, Freedman ZR, Deci EL. Sup-
munication in Medicine. Washington, DC: 17. Ong LML, deHaes JCJM, Hoos AM, Lammes porting autonomy to motivate patients with
Association of American Medical Colleges, FB. Doctor– patient communication: a review of diabetes for glucose control. Diabetes Care.
1999. the literature. Soc Sci Med. 1995;40:903– 18. 1998;21:1644– 51.
4. Workshop Planning Committee: Consensus 18. Keller V, Carroll JG. A new model for phy- 35. Kaplan SH, Gandek B, Greenfield S, Rogers
statement from the Workshop on the Teach- sician– patient communication. Patient Educ W, Ware JE. Patient and visit characteristics
ing and Assessment of Communication Skills Couns. 1994;23:131– 40. related to physicians’ participatory decision-
in Canadian Medical Schools. Can Med As- 19. Novack DH, Dube C, Goldstein MG. Teach- making style. Results from the Medical Out-
soc J. 1992;147:1149– 52. ing medical interviewing: a basic course on in- comes Study. Med Care. 1995;33:1176–87.
5. General Medical Council. Tomorrow’s Doc- terviewing and the physician– patient relation- 36. Gudagnoli E, Ward P. Patient participation in
tors: Recommendations on Undergraduate ship. Arch Intern Med. 1992;152:1814– 20. decision making. Soc Sci Med.1998;47:329–39.
Medical Education. London, U.K.: General 20. Kurtz S, Silverman J, Draper J. Teaching and 37. Stewart MA. Effective physician–patient
Medical Council, 1993. Learning Communication Skills in Medicine. communication and health outcomes: a re-

392 ACADEMIC MEDICINE , VOL. 76, NO. 4 / APRIL 2001

view. Can Med Assoc J. 1995;152:1423–33. 39. Suchman AL, Roter D, Green M, Lipkin M tient. Med Care. 1993;31:1083– 92.
38. Williams S, Weinman J, Dale J. Doctor– pa- Jr. Physician satisfaction with primary care of- 40. Greenfield S, Kaplan S, Ware JE. Expanding pa-
tient communication and patient satisfaction: fice visits. Collaborative Study Group of the tient involvement in care: effects on patient
a review. Fam Pract. 1995;15:480–92. American Academy on Physician and Pa- outcomes. Ann Intern Med. 1985;102:520– 8.

Participants in the Bayer – Fetzer Conference on Patient– Physician Communication


in Medical Education, May 1999
Patrick H. Brunett, MD Forrest Lang, MD
Assistant Professor of Emergency Medicine, Oregon Health Sciences Vice Chair, Department of Family Medicine, East Tennessee State
University; member of Society for Academic Emergency Medicine University; member of Society of Teachers of Family Medicine

Thomas L. Campbell, MD Anne-Marie MacLellan, MD


Professor of Family Medicine and Psychiatry, University of Rochester Faculty of Medicine, McGill University; member of Association of
School of Medicine; member of Society of Teachers of Family Canadian Medical Colleges
Medicine; Advisory Council, Bayer Institute for Health Care
Communication Gregory Makoul, PhD
Associate Professor and Director, Program in Communication and
Kathleen Cole-Kelly, MS, MSW Medicine, Northwestern University Medical School
Associate Professor of Family Medicine, Case Western Reserve
University School of Medicine; Director of Curriculum and Faculty Steven Miller, MD
Development at Case Western for the Macy Health Communication Director, Pediatric Medical Student Education, Columbia University
Initiative School of Medicine; Council on Medical Student Education in
Pediatrics
Deborah Danoff, MD
Assistant Vice President, Division of Medical Education, Association
Dennis Novack, MD
of American Medical Colleges Professor of Medicine and Associate Dean for Education, Medical
College of Pennsylvania Hahnemann School of Medicine; member of
Robert Frymier, MD American Academy on Physician and Patient
National Director, Educational and Partnerships Division, Veterans
Affairs Learning University; Associate Professor of Family Medicine,
Case Western Reserve University School of Medicine
Elizabeth A. Rider, MSW, MD
Clinical Instructor in Pediatrics and Instructor in Medical Education,
Michael G. Goldstein, MD Harvard Medical School; Office of Educational Development, Harvard
Medical School
Associate Director, Clinical Education and Research, Bayer Institute
for Health Care Communication; Adjunct Professor of Psychiatry,
Brown University School of Medicine Frank A. Simon, MD
Director, Division of Graduate Medical Education, American Medical
Geoffrey H. Gordon, MD Association
Associate Director, Clinical Education and Research, Bayer Institute
for Health Care Communication; Assistant Clinical Professor of David Sluyter, EdD
Medicine and Psychiatry, Yale University School of Medicine Vice President for Education, Fetzer Institute

Daniel J. Klass, MD Susan Swing, PhD


Director, Standardized Patient Project, National Board Medical Director of Research, Accreditation Council for Graduate Medical
Examiners Education

Suzanne Kurtz, PhD Wayne Weston, MD


Professor of Communication, Faculties of Medicine and Education, Professor of Family Medicine, University of Western Ontario; member
University of Calgary of College of Family Physicians of Canada

Jack Laidlaw, MD Gerald P. Whelan, MD


Head, Division of Education, Cancer Care Ontario; Advisory Council, Vice President for Clinical Skills Assessment, Educational Commission
Bayer Institute for Health Care Communication for Foreign Medical Graduates

A CADEMIC M EDICINE, V OL. 76, NO. 4 / APRIL 2001 393

Citations (842) References (48)

... The principal investigator (PI) conducted a


literature review to generate the item list of the
tool. The theoretical explanations,
internationally recommended agreements, and
statements published by the experts on IPCS
were studied [3, 8, 11]. It was identified that
doctors, nurses, and midwives use common
IPCS when communicating with their clients. ...

... Therefore, few studies of communication skill


assessment of nurses and midwives were
reviewed, and unpublished IPCS tools
developed by local agencies were also studied
[12][13][14]. Items for the new tool were
extracted by referring to commonly used
observational checklists and rating scales
developed for doctors and nurses [8, 15]. The
tools studied were the Interpersonal Skill
Instrument [16], Standardized Grading Tool for
the assessment of IPS [17], Health
Communication Assessment Tool [18], SEGUE
framework to assess IPCS [19], MAAS Global
Rating for the doctor-patient interview [20], and
Kalamazoo Consensus framework for doctor-
patient communication [21]. ...

... Checklists do not contain that kind of scoring


scale or rating guides and only observe whether
the observed skills were performed or not.
Therefore, observational rating scales provide
more reliable results than checklists in
assessing IPCS [8] . ...

Development and validation of the interpersonal


communication assessment tool for assessing t…
interpersonal communication skills of public
Article Full-text available
health midwives
May 2023 · BMC HEALTH SERV RES
S.A.S. Prasanna · Chrishantha Abeysena ·
M.A.A.P. Alagiyawanna

View Show abstract

... [2][3][4][5][6][7] In 2001, Kalamazoo


consensus statement was developed as a
consensus model delineating the essential
steps in clinical consultation by a group of
representatives of the above mentioned
models. [8] Kalamazoo Essential Elements
Communication Checklist (KEECC) was
created subsequently with the aim to delineate
a set of essential elements in physician-patient
communication to identify and articulate ways to
facilitate teaching and assessment of CSs at all
levels of medical education. It has seven
competencies and 24 subcompetencies. ...

Impact of an assessment-based training module


on communication skills in phase I indian medic…
undergraduates
Article Full-text available
Jan 2023
Prerana Aggarwal · Alka Rawekar · SaikatKumar
Dey · Rajarshi Roy

View Show abstract

... 27 Specifically, this checklist assessed


pharmacy providers' communication with (eg,
use of easy and understandable language) as
well as judgment of and respect for clients
using a 4-point Likert agreement scale. 29
Research assistants collected all checklist data
from client actors manually on a paper and then
entered this in an Excel sheet for analysis. ...

The Fidelity of a Pharmacy-Based Oral HIV Pre-


Exposure Prophylaxis Delivery Model in Kenya
Article Full-text available
Apr 2023
Victor Omollo · Magdaline Asewe · Peter
Mogere · Katrina Frances Ortblad

View Show abstract

... Emanuel & Emanuel (7) proponen cuatro


modelos de relación cuya estructuración puede
ocurrir en el ámbito de la consulta médica: 1) el
modelo paternal, en el cual el médico se hace
dueño del conocimiento con el objetivo de velar
por la salud del paciente, considerando sus
intervenciones como las "mejores" y "únicas" ya
que se basan en un conocimiento objetivo del
tema; 2) el modelo informativo o del
consumidor, en el cual el objetivo del médico es
brindar información suficiente al paciente para
que este mismo tome las decisiones referentes
a su salud; 3) el modelo interpretativo en el cual
el médico escucha y trata de determinar lo que
el paciente desea en el momento preciso de la
consulta e incluso ayuda al paciente a
reencontrarse con sus valores/deseos para
asumir una búsqueda conjunta de la salud; 4)
el modelo deliberativo en el cual el médico
discrimina entre valores que pueden ayudarle
al paciente a recuperar una salud óptima y que
valores no, siendo su papel el de un consejero.
Makoul (8) , luego Street Jr. & Epstein (9),
referentes contemporáneos en el estudio de la
relación médico-paciente, se centran en el
aspecto comunicativo de la relación,
planteando funciones comunicativas que
deberían, en un principio, mediar la manera
cómo el médico y su paciente comunican
dentro del espacio de consulta. Estas funciones
son respectivamente: 1) función de fomento y
cuidado de la relación sanadora, 2) función de
intercambio de información, 3) función de
validación de emociones, 4) función de manejo
de la incertidumbre, 5) función de apoyo en la
toma de decisiones, y 6) función de fomento de
la autonomía. ...

Factores psicosociales que influyen en la relación


médico paciente en la consulta de genética clínica.
Article Full-text available
Dec 2022
Diana Marcela Ortiz Quiroga · Stephan Jalisi · Ximena
Castro Sardi · Harry Pachajoa

View Show abstract

Point-counterpoint: Time to wash away the SOAP


note-Or merely rinse it?
Article
Aug 2023 · J HOSP MED

View

How to communicate with patients in written


asynchronous online conversations an…
intervention study with undergraduate medical
Article Full-text available
students in a cross-over design - fmed-10-1026096
May 2023
Teresa Festl-Wietek · Rebecca Sarah
Erschens · Jan Griewatz · Anne Herrmann-
Werner

View Show abstract

The Role of Language in Eastern and Western


Health Communication
Book Full-text available
May 2023
Jack Pun

View

Communication Skills Education for Medical


Students
Chapter
Nov 2022
Krista Longtin · Darla Imhausen-Slaughter

View

Patient Experience
Chapter
Nov 2022
Laura Cooley · Barbara Lewis · Katherine Harville

View

Simulated patient training to improve youth


engagement in HIV care in Kenya: A stepped…
wedge cluster randomized controlled trial
Article Full-text available
Apr 2023
Pamela K. Kohler · Cyrus Mugo · Kate S. Wilson ·
Dalton Wamalwa

View Show abstract

Show more

Recommendations Discover more

Article

Conceptualizing and assessing potential for


community participation: A planning method
September 1989 · Health Education Research

Larry A. Kroutil · Eugenia Eng

A 14 item checklist was developed to review and score


project plans to assess planners' intentions to elicit
community participation along five dimensions: WHO is to
participate, in WHAT activities, and through which
process or HOW, given the PROJECT
CHARACTERISTICS, and the conditions in the TASK
ENVIRONMENT. This checklist was used by an expert
panel of reviewers to review the ... [Show full abstract]

Read more

Article Full-text available

Developing a core competency model for


translational medicine curriculum
September 2018 · Korean Journal of Medical Education

Hyun Bae Yoon · Do Joon Park · Jwa-


Seop Shin · Curie Ahn

Purpose: This study aimed to develop a core competency


model for translational medicine curriculum in the Korean
graduate education context. Methods: We invited
specialists and key stakeholders to develop a consensus
on a core competency model. The working group
composed of 17 specialists made an initial draft of a core
competency model based on the literature review. The
initial draft was ... [Show full abstract]

View full-text

Article

A Matter of Good Form: The (Downsized) Hague


Judgments Convention and Conditions of Formal
Validity...
December 2003 · Duke Law Journal

Jason Webb Yackee

Can the Hague Judgments Convention be saved through


radical downsizing? It has been more than ten years
since the Hague Conference on Private International Law
(Hague Conference) first officially began exploring the
possibility of drafting a global convention on jurisdiction
and the enforcement of foreign judgments in civil and
commercial matters. (1) It has been more than four years
since the ... [Show full abstract]

Read more

Article

Planning standardized patient programs: Case


development, patient training, and costs
January 1994 · Teaching and Learning in Medicine

Ann M. King · Linda C. Perkowski-Rogers ·


Henry S. Pohl

The AAMC Consensus Conference on the Use of


Standardized Patients in the Teaching and Evaluation of
Clinical Skills concluded that standardized patient (SP)
programs can add to the breadth of the medical school
curriculum and increase the scope of student evaluations.
Participants in the conference indicated a need for more
information concerning guidelines for the development of
new SP programs. ... [Show full abstract]

Read more

Article

Inadequacies of the straits' passage regime in the


LOS draft
July 1981 · Marine Policy

W. Michael Reisman

Appraisers of recent sessions of the Law of the Sea


Conference have directed their attention, sometimes at
the expense of other critical issues, to the emerging
regime to govern seabed mining. For one reason or
another, a general Western consensus has emerged that
the draft treaty's textual arrangements for traditional and
innovative maritime and aerial passage are satisfactory.
That complacent ... [Show full abstract]

Read more

Company

About us

News

Careers

Support

Help Center

Business solutions

Advertising

Recruiting

© 2008-2023 ResearchGate GmbH. All rights


reserved.

Terms · Privacy · Copyright · Imprint


Advertisement

You might also like