Teaching the Patient-Centered Clinical Method: Practical Tips

2013 ◽  
pp. 252-291
Author(s):  
W Wayne Weston ◽  
Judith Belle Brown
Keyword(s):  
Patient Centered ◽  
Clinical Method

Approaching Spirituality Using the Patient-Centered Clinical Method

2018 ◽  
Vol 58 (1) ◽  
pp. 109-118 ◽  
Author(s):  
Janaine Aline Camargo de Oliveira ◽  
Maria Inez Padula Anderson ◽  
Giancarlo Lucchetti ◽  
Eric Vinícius Ávila Pires ◽  
Lídia Maria Gonçalves
Keyword(s):  
Patient Centered ◽  
Clinical Method

scholarly journals Using Authentic Chinese Doctor-Patient Consultations to Develop Patient-Centered Communication Skills

2021 ◽  
Vol 21 ◽  
Author(s):  
Meng Yeh
Keyword(s):  
Communication Skills ◽  
Communication Strategies ◽  
Learning Objectives ◽  
Communication Research ◽  
Patient Centered ◽  
Clinical Method ◽  
Student Learning Objectives ◽  
Centered Care ◽  
Healthcare Communication ◽  
High Level

Researchers in Languages for Specific Purposes (LSP) have suggested the importance and benefits of using authentic spoken workplace discourses as teaching materials to develop students’ communication skills in professional settings. However, LSP course designers are still facing the challenges of selecting and collecting authentic workplace conversations, as well as designing instruction to teach the occupational spoken discourses effectively. To address these challenges, this paper presents an innovative module for Chinese for Medical Purposes for pre-med college students at the intermediate-high level. The module uses authentic doctor-patient consultations and adopts the Patient-Centered Clinical Method (PCCM) of Stewart et al. (2014), a clinically validated model in healthcare communication research. The current module demonstrates the approach to determine the student learning objectives based on the PCCM model and the instruction design aiming at guiding students to notice and analyze the discourse features and communication strategies employed by physicians to achieve patient-centered care. The paper also examines learners’ pre- and post-instruction roleplay performances. The qualitative findings show that the learners improved in using patient-centered communication strategies after instruction.

Defining elements of patient-centered care for therapeutic relationships: a literature review of common themes

2017 ◽  
Vol 5 (3) ◽  
pp. 362 ◽  
Author(s):  
Stephen Clarke ◽  
Carolyn Ells ◽  
Brett D Thombs ◽  
David Clarke
Keyword(s):  
Health Professional ◽  
Patient Centered Care ◽  
Professional Relationships ◽  
Professional Relationship ◽  
Patient Centered ◽  
Clinical Method ◽  
Analysis Process ◽  
Whole Person ◽  
Patient Health ◽  
Centered Care

Rationale and aims: Patient-centered care is a recognized clinical method and ideal for patient - health professional relationships. Many definitions have influenced its evolution. For this research, our aim was: (1) to assess definitions and descriptions of patient-centered care to draw out elements of patient-centered care that are considered to be important markers of successful patient-centered care in the patient - health professional relationship and (2) to propose a set of elements that collectively reflect the diversity of ‘patient-centered’ definitions that describe the patient-professional relationship in this literature. A secondary aim was (3) to provide elements that could be used for development of a quality assessment tool.Methods: We conducted a critical interpretive review of patient-centered care and patient-centered communication literature, beginning with a critical synthesis that yielded 12 articles that introduced new theoretical and definitional work on patient-centered care and patient-centered communication. We used an inductive and iterative analysis process to identify and group common themes. We used operational language to describe these themes. Results: We identified 6 elements (each with 2 or more sub-elements) of the patient - health professional relationship that are considered important markers of successful patient-centered care (as found in this literature). The 6 elements are: (1) Engaging the Patient as a Whole Person, (2) Recognizing and Responding to Emotions, (3) Fostering a Therapeutic Alliance, (4) Promoting an Exchange of Information, (5) Sharing Decision-Making and (6) Enabling Continuity of Care, Self-Management and Patient Navigation. Conclusions: Comparable fundamental elements were common among most authors within this literature: we found that variation in theory was typically a matter of degree and language. This work contributes analyses towards greater theoretical consistency for conceptions of patient-centered care. It also provides avenues for future development of quality assurance benchmarks.

scholarly journals Evaluation of training effects in the person-centered clinical method through active methodologies

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Barros
Keyword(s):  
Group Dynamics ◽  
Holistic Approach ◽  
New Professionals ◽  
Patient Centered ◽  
Clinical Method ◽  
Self Confidence ◽  
Open Questions ◽  
Training Professionals ◽  
Motivation For Change ◽  
Great Willingness

Abstract The Patient-Centered Clinical Method (PCCM) recognizes the particularities of each person who falls ill and values the therapeutic role of the doctor; promotes a holistic approach to the patient and / or the disease in its context; highlights the reasoning and decision-making process leading to the diagnosis taking into account the patient's expectations, feelings and fears. The proportion of patients who remain without a specific diagnosis is high because the clinical conditions present with nonspecific symptoms and the patient's understanding is the key to understanding. The challenge that is faced is training professionals with these skills and competences. The PCCM is an approach that respects the patient's preferences and in which communication has an effect on health outcomes, through self-confidence and motivation for change that can contribute to adherence and self-care. This work aims to present an experience of training new professionals at PCCM based on active methodology and mentoring in which the student himself is a source of reflection and study. The course was taught within the Residency Program in Family and Community Medicine in the Municipality of Vitória da Conquista, Bahia, Brazil, developed in 9 meetings of 4 hours each with themes such as, family, life cycle, genogram, ecomap, sexuality, death, diagnostic disclosure, ICU experience, psychosomatics. Many group dynamics and participatory techniques were used to enable involvement, at the end of the course they were asked to evaluate it, the writings were analyzed qualitatively through discourse analysis. The students showed a great willingness to bring their own experience of illness and style of illness, producing a greater empathy with the patient's condition. Trained professionals change from the authority paradigm to that of partnership, solidarity, empathy and collaboration. Training at the PCCM is a differential in the quality of care of any health professional. Key messages Allows to get closer to the user, facilitates understanding his problems and propose the developing joint strategies or plans - based on your expectations, limitations, feelings. PCCM tools contributed to the structuring of the clinical consultation in Primary Health Care (PHC), valuing the listening and the use of open questions.

Sign in / Sign up

Export Citation Format

Share Document