Notice bibliographique
Résumé
He was a previously healthy middle-aged man who recently experienced his first emergency department visit, one he recounted may be his last. As I listened attentively at the end of the phone line, I cringed as he described in vivid detail his recent experience. He presented with sudden-onset back pain after a lifting injury at work. He asked to remain in a stretcher as his pain was less in the supine position. He was told to sit in a chair. He asked for Tylenol and was told to wait. He lied on the floor of the waiting room to reduce his pain; security was called as he was a “difficult” patient. His interaction with the healthcare team was brief; some over-the-counter analgesia, reassurance, and discharged home. His concerns were ignored. He was publicly embarrassed. We did not listen. In our follow-up call together, I actively listened and acknowledged his awful experience. His tone changed from anger to relief. He was genuinely appreciative for the opportunity to share his story, one that I will never forget. Actively listening to our patients is an essential tenet of our training; however, it is often easier said than done. We are very quick to cut patients off as they outline their concerns and often the result is that patients feel they are not heard. In the quiet calling space, I recognize and appreciate the verbal cues as I hear the joy, upset, frustration, and pleasure in their voices and imagine myself in their shoes. There are fewer distractions as I am not pulled in numerous directions in the oft-chaotic emergency department. I take the time to critically reflect on their experience and what it means to be a patient. For the patient, I have heard repeatedly that the follow-up calls offer an opportunity to be heard. It confirms and reaffirms to the patient that we care and are committed to the patient experience. Moreover, it offers the patient an opportunity to reflect on the emotion-filled experience of having to come to an emergency department to seek help. Patient satisfaction seems to increases when we listen, and listen well. The art of medicine, just like the science of medicine, is a learned craft. It takes practice and an unwavering commitment to the patient. In the hustle and bustle of the day-to-day experience, it can be lost easily. Additionally, my residency experience is largely focused on the science, rather than the art, of medicine. Trainees need regular and sustained opportunities to foster humanism, critical reflection, and active listening skills. Connecting with patients through brief follow-up phone calls is an effective way to hone one's active listening and reflection skills while simultaneously improving the patient experience.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,006 | 0,001 |
| Communication savante | 0,002 | 0,004 |
| Science ouverte | 0,002 | 0,004 |
| Intégrité de la recherche | 0,006 | 0,008 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,073 | 0,020 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».