scholarly journals Preparing Einstein Students to Practice in Twenty-first Century Medicine

2016 ◽  
Vol 20 (2) ◽  
pp. 71
Author(s):  
Susan M Coupey ◽  
Mimi McEvoy ◽  
Daniel C Myers ◽  
Maria Marzan
Keyword(s):  
Medical School ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Current Trend ◽  
Albert Einstein College ◽  
Skills Training ◽  
First Century ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
Twenty First Century

The current trend in medical education is to introduce clinical teaching early in the medical school curriculum to help students understand the relevance of the basic sciences to clinical practice. The Introduction to Clinical Medicine (ICM) Program for students in the first two years at the Albert Einstein College of Medicine (AECOM) is comprised of three, required, integrated courses providing skills training in both medical interviewing and physical examination, training in diagnostic reasoning skills, and opportunities to discuss broad themes in medicine and the doctor-patient relationship. Competency evaluation of students’ clinical skills is an essential part of the ICM Program. Innovative strategies for weaving themes related to cultural competency have been incorporated into the ICM program to address the wide spectrum of cultural issues affecting medical care and the doctor/patient relationship, including diversity, spirituality, complementary and alternative medical practices, and end-of-life care. A total of 300 medical school faculty members teach in the various ICM courses. Much effort goes into keeping the faculty current, happy, and rewarded for their dedication and hard work in teaching the students. The ICM Program continues to strive for excellence as we prepare AECOM students to face the demands of medical practice in the twenty-first century

scholarly journals Whys and hows of patient-based teaching

2005 ◽  
Vol 11 (3) ◽  
pp. 223-231 ◽  
Author(s):  
Monica Doshi ◽  
Nick Brown
Keyword(s):  
Medical Education ◽  
Government Policy ◽  
Clinical Teaching ◽  
Curriculum Planning ◽  
Junior Doctors ◽  
Patient Relationship ◽  
Patient Assessment ◽  
Doctor Patient Relationship ◽  
Recent Developments ◽  
Uk Government

Recent developments in medical education and in UK government policy for the training and service commitment of junior doctors have highlighted the need to examine clinical teaching. There is growing evidence of the effectiveness of more structured approaches to patient-based teaching. The scope of what can be taught includes the three domains of knowledge, skill and attitudes. There are proven models to deliver teaching not only of patient assessment and management but also of all aspects of the doctor–patient relationship. The application of patient-based teaching is entirely consonant with the rigours of the outcome-based approach to curriculum planning and delivery. The successful, thoughtful adoption of patient-based teaching is part of the ‘professionalisation’ of education in psychiatry that in turn begs questions about the learning, accreditation and reward of those involved as teachers at all levels.

The Operational Design of Clinical Skills Training Program in Gachon Medical School

1970 ◽  
Vol 14 (2) ◽  
pp. 203-212 ◽  
Author(s):  
Gwi Hwa Park ◽  
Hi Jung Koh ◽  
In Suck Choi ◽  
Young Don Lee ◽  
Yoon Myung Yim ◽  
...  
Keyword(s):  
Medical School ◽  
Training Program ◽  
Clinical Skills ◽  
Skills Training ◽  
Clinical Skills Training ◽  
Operational Design

scholarly journals Clinical Skills Abilities Development During COVID-19 Pandemic in Mexico City

2020 ◽  
Author(s):  
Lourdes Adriana Medina-Gaona
Keyword(s):  
Medical Students ◽  
Mexico City ◽  
Clinical Skills ◽  
Patient Relationship ◽  
Doctor Patient Relationship

Medical formation includes the development of several skills including clinical ones. Medical students have to learn how to build a healthy doctor – patient relationship in order to provide the best diagnosis, treatment and quality of attention. COVID-19 provide a new challenge for all students in Mexico to learn skills that traditionally have been learned in person and not through a computer.

Patient's Perceived Empathy Can Predict Doctor-patient Relationship in Medical Interaction

2021 ◽  
Author(s):  
Caixia Han ◽  
Qing Wu ◽  
Chenchen Liu ◽  
Pei Wang
Keyword(s):  
Communication Skills ◽  
Skills Training ◽  
Patient Communication ◽  
Mediating Effect ◽  
Patient Relationship ◽  
Doctor Patient Relationship ◽  
Patient Centered ◽  
Doctor Patient Communication ◽  
Medical Environment ◽  
Patient’S Perception

Abstract Objective To explore the relationship among patient perception of doctors' empathy, doctor-patient communication, and doctor-patient relationship.Methods From November 2019 to April 2020, we used the CARE scale, the SEGUE framework and the PDRQ-15 scale to survey 3,039 patients from 14 provinces in China, ranging in age from 18 to 92 years old.Results 1. The age of the patient, the level and type of hospital, the length of consultation, and the presence or absence of verbal and physical conflict have significant differences in the scores of perceived empathy; 2. There was a significantly positive correlation among patient's perceived empathy, doctor-patient communication, and the doctor-patient relationship (r = 0.65 ~ 0.75, p < 0.001). 3. The patient's perception of doctor empathy can not only directly predict doctor-patient relationship (β = 0.75, p < 0.001), but also influence doctor-patient relationship through the mediating effect of doctor-patient communication (β = 0.56, p < 0.001). Besides, the scores of CARE can effectively explain the variation of each stage of doctor-patient communication skills (R2 = 0.28 ~ 0.37) and the satisfaction (52%) and approachability (54%) of the doctor-patient relationship scale.Conclusion The age of the patient, the type and level of the hospital, and the consultation time affected perceived empathy. Doctor-patient communication plays a partial mediating effect in the influence of empathy on the doctor-patient relationship.Practice implications: Medical institutes should improve the medical environment and carry out humanistic education and patient-centered communication skills training for doctors. These approaches will enhance patients' perceived empathy and therefore improve the doctor-patient relationship.

scholarly journals Εστιάζοντας στην επικοινωνία με τον ασθενή: τo εισαγωγικό μάθημα “Σχέση Ιατρού-Ασθενούς” στην Ιατρική Σχολή του Πανεπιστημίου Κρήτης

Bioethica ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Χρήστος Λιονής (Christos Lionis)
Keyword(s):  
Health Care ◽  
Medical School ◽  
Medical Curriculum ◽  
Review Article ◽  
Patient Relationship ◽  
Doctor Patient Relationship

This brief report focuses on the communication between doctor-patient and provides the brief description of the skills that should accompany the doctor in his / her meeting with the patient. This review article refers also to the experience gained at the Medical School of Crete where a course on the "doctor-patient relationship" and on “compassionate health care” have been included in its medical curriculum.

scholarly journals Generalizability of a Progress Clinical Skills Examination and the Assessment of the Growth in Clinical Skills in a Medical School Curriculum with Early Clinical Experiences

2019 ◽  
Author(s):  
Heather S Laird-Fick ◽  
Chi Chang ◽  
Ling Wang ◽  
Carol Parker ◽  
Robert Malinowski ◽  
...  
Keyword(s):  
Medical School ◽  
Repeated Measures ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Skills Training ◽  
Longitudinal Growth ◽  
First Year ◽  
Clinical Experiences ◽  
First Year Students ◽  
Second Year

Abstract Background This study evaluates the generalizability of an eight-station progress clinical skills examination and assesses the growth in performance for six clinical skills domains among first- and second-year medial students over four time points during the academic year. Methods We conducted a generalizability study for longitudinal and cross-sectional comparisons and assessed growth in six clinical skill domains via repeated measures ANOVA over the first and second year of medical school. Results The generalizability of the examination domain scores was low but consistent with previous studies of data gathering and communication skills. Variations in case difficulty across administrations of the examination made it difficult to assess longitudinal growth. It was possible to compare students at different training levels and the interaction of level of training and growth. Second-year students outperformed first-year students, but first-year students’ clinical skills performance grew faster than second-year students narrowing the gap in clinical skills over the students’ first year of medical school. Conclusions Case specificity limits the ability to assess longitudinal growth in clinical skills through progress testing. Providing students with early clinical skills training and authentic clinical experiences appears to result in the rapid growth of clinical skills during the first year of medical school.

Sign in / Sign up

Export Citation Format

Share Document