Stories of Illness and Healthcare from a Physician Perspective

2011 ◽  
pp. 134-150
Author(s):  
J. Huw C Morgan
Keyword(s):  
Medical Education ◽  
Medical Diagnosis ◽  
Illness Narratives ◽  
Diagnosis And Treatment ◽  
Technical Aspects ◽  
Patient Confidentiality ◽  
Physician Perspective ◽  
Patient Narrative

Doctors have unique and privileged opportunities to observe and participate in the illness narratives (stories) that patients present with. Hearing, understanding and respecting the patient narrative is as important as correctly practising the technical aspects of medical diagnosis and treatment, and yet traditionally has received much less emphasis during medical education. The stories below (which have all been altered to preserve patient confidentiality) illustrate how attention to the patient’s narrative enables a richer and deeper interaction with them that enhances the therapeutic aspects of the consultation.

The Pediatrician and the Care of Children With Malignancy

1990 ◽  
Vol 12 (1) ◽  
pp. 5-5
Author(s):  
R. J. H.
Keyword(s):  
Care Center ◽  
Tertiary Care ◽  
Diagnosis And Treatment ◽  
Tertiary Care Center ◽  
Technical Aspects ◽  
General Pediatrician ◽  
The Family

Most of us, as general pediatricians, know little about the technical aspects of modern care for the child with neoplasia. As Dr Pizzo points out in the commentary which follows, this is one of the disease groups for which this technical care is best given at a tertiary care center. However, the general pediatrician must make the diagnosis promptly, refer the patient to the appropriate site, maintain contact with the child and family, deal with intercurrent illnesses, and keep up-to-date with modern advances regarding the diagnosis and treatment of these disorders to be able to interpret them to the family.

Abstract NS6: Born to Run: Advanced Practice Provider-Led Mobile Stroke Unit Care Measures Up to Vascular Neurologists’ Diagnosis and Management

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Anne W Alexandrov ◽  
Wendy Dusenbury ◽  
Victoria Swatzell ◽  
Joseph Rike ◽  
Andrew Bouche ◽  
...  
Keyword(s):  
Medical Diagnosis ◽  
Treatment Decisions ◽  
Diagnosis And Treatment ◽  
Advanced Practice ◽  
Treatment Delivery ◽  
Stroke Treatment ◽  
Diagnosis And Management ◽  
Mobile Stroke Unit ◽  
Stroke Mimic ◽  
Treatment Safety

Background: Mobile Stroke Units (MSU) are growing in numbers throughout the U.S. and abroad, with numerous staffing configurations, telemedicine, and differing imaging capabilities. We aimed to test the diagnostic accuracy and treatment safety, alongside time to diagnosis and treatment delivery of a novel advanced practice provider (APP) led MSU team. Methods: We launched an MSU housing a hospital-grade Siemens Somatom CT with CTA capabilities, and hired APPs with advanced neurovascular practitioner board certification to lead field medical diagnosis and order/initiate treatment for encountered stroke patients. Consecutive MSU patients were evaluated for differences between APPs and Vascular Neurologists (VNs) diagnosis and management, and scene diagnosis and treatment times were collected. Results: Agreement between APP field medical diagnosis and MD hospital diagnosis was 100%; stroke mimic diagnosis agreement was 98%. Overall agreement for field interpretation of CT/CTA was 97%, with discrepancies not associated with stroke treatment decisions. MDs’ agreement with APPs’ identification/treatment of ICH was 100%, and IVtPA treatment decisions 98% (APPs more conservative). Scene arrival to medical diagnosis (including clinical exam and imaging completion/interpretation) ranged from 7-10 minutes, of which 4 minutes were CT/CTA start to finish times. Scene arrival to IVtPA bolus ranged from 16 minutes to 33 minutes and was driven primarily by need for control of excessive hypertension, with scene arrival to start of nicardipine premix infusion ranging from 10-14 minutes. Conclusions: Use of an APP-led MSU is safe and non-inferior to VN diagnosis/management, and may be faster than telemedicine guided MSU treatment.

A Discourse on Mass Media and Society

2018 ◽  
pp. 422-438 ◽  
Author(s):  
Nneoma A. Anozie
Keyword(s):  
Mass Media ◽  
Media Studies ◽  
Media Literacy ◽  
Medical Diagnosis ◽  
Social Systems ◽  
Diagnosis And Treatment ◽  
Media Ethics ◽  
Medical Issues ◽  
Perceived Effects ◽  
The Media

Mass media and society, a popular concept in media studies, has constituted much discourse due to roles media play in society and perceived effects that can result thereof. This chapter is inspired by the term ‘medicalization of the society' whereby ailments are regarded as medical issues and subjected to medical diagnosis and treatment, regardless of their true causes. Similarly, the violence, moral decadence and ethno-religious crises witnessed in the society are largely ascribed to the media. This chapter examined the said effects of mass media with society's social systems, cultures and values, with a view to finding a relationship. It argues that these societal makeups especially ones as formidable as Africa's also affect largely members' conducts and reactions to media contents. However, it advocates children's news segment, adherence to media ethics, and use of media programmes to enhance learning, proper socialization, abolishment of negative cultures, media literacy among others.

Using narratives for medical humanities in medical training

2018 ◽  
pp. 129-139
Author(s):  
Alexander Kiss ◽  
Claudia Steiner
Keyword(s):  
Medical Education ◽  
Medical Humanities ◽  
Medical Training ◽  
Narrative Medicine ◽  
Illness Narratives ◽  
Evidence Based ◽  
Good Doctor ◽  
The University ◽  
Based Medicine ◽  
Humanities Curriculum

The University of Basel, Switzerland has developed a longitudinal medical humanities curriculum based on illness narratives and narrative medicine. The ultimate learning goal of medical humanities as taught in Basel is to foster narrative competence. A good doctor needs to be a good listener, a good storyteller, and should ideally be able to co-create an illness narrative together with a patient. Medical humanities consist of mandatory and optional elements. Blending evidence-based medicine, which is based on larger numbers of patients with similar characteristics, with narrative-based medicine, which is based on patients’ uniqueness, this programme provides medical students with the opportunity to develop and practice narrative medicine over the course of the six years of medical studies. This chapter discusses the programme and its place in medical education.

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