Communication Skills for Medicine, 3rd Edition. Margaret Lloyd and Robert Boyd. Churchill Livingstone, Elsevier, 2009
Notice bibliographique
Résumé
In this 3rd edition, Margaret Lloyd and Robert Boyd provide an updated guide to assist students in learning and developing their communication skills. This text covers a wide range of topics and includes important features such as exercises and cases to encourage students to learn actively. Although written for medical students, chiropractic students and their educators will find this book to be a valuable resource. The text is divided into 12 chapters, followed by exercises, appendices, related readings, and a thorough index. The first chapter introduces the purpose of the text and the crucial role of communication in the health care encounter. Additionally, the authors describe the critical need to practice and apply the strategies. Subsequent chapters progress well from basic communication skills to more challenging situations, such as expressing bad news to a patient. Although chiropractors may not be required to communicate news of a terminal diagnosis on a regular basis, learning to handle such situations will likely assist students and practitioners when patients share news or require assistance understanding a diagnosis or test results. Chapters regarding communication with specific populations are included with helpful recommendations. These chapters range from communicating with anxious or angry patients, patients from another culture, as well as children and family members. One of the strengths of this text, and these chapters in particular, is that material is always related to providing the best care possible for the patient. For example, the chapter regarding communicating with patients from a different cultural background goes beyond language difficulties that may arise and encourages students to examine their own world view, determine the patient's perceptions of illness and expectations of treatment, and, when required, find a compromise between the proposed treatment and cultural values. Helpfully, the authors include a number of scenarios to help learners understand and empathize with the difficulties of dealing with an illness in a new environment and provide a variety of case examples to highlight clinical considerations. The final chapter summarizes the presented material well by addressing professional relationships with both patients and colleagues and includes various forms of communication, such as charts and interprofessional letters. In this era of patient-centered care and interprofessional collaboration, students and clinicians alike will benefit from the information included in this chapter. Overall, this text is easily readable, with tables and examples to emphasize important information in each chapter. It provides a strong foundation for health professional students to develop their communication skills and could serve as a helpful resource for health educators. Though not a substitute for developing communication skills practically, the design and cost of this text create a thorough and useful resource.
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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 | 0,001 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,004 | 0,004 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,080 | 0,057 |
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 ».