Recognition, reflection and role models: Critical elements in education about care in medicine.

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dc.contributor.author Janssen, Anna en
dc.contributor.author MacLeod, Roderick en
dc.contributor.author Walker, ST en
dc.date.accessioned 2012-04-02T01:27:06Z en
dc.date.issued 2008-12 en
dc.identifier.citation Palliat Support Care 6(4):389-395 Dec 2008 en
dc.identifier.issn 1478-9515 en
dc.identifier.uri http://hdl.handle.net/2292/16333 en
dc.description.abstract Objective: Medical education can be described as a socialization process that has a tendency to produce doctors who struggle to convey to patients that they care. Yet, for people who are suffering, to enjoy the quality of life they are entitled to, it is important that they feel cared for as people, rather than simply attended to as patients. Method: This article addresses how we teach medical students the art of caring for the person rather than simply treating the disease—a question particularly relevant to end-of-life care where, in addition to the physical needs, attention to the psychosocial, emotional, and spiritual needs of the patient is paramount. Following an overview of what it is to care and why it is important that patients feel cared for, we investigate how we learn to care and develop caring human relationships, describing the development and display of empathy in adulthood and the developmental impact of human interaction. Results: We outline evidence of situational barriers to effective education about care in medicine including role models, ward culture, and the socialization process. Significance of results: We then propose a model for medical education based on patient contact, reflection, self-care, role model development, and feedback that will see students learn the art of human care as well as the science of disease management. en
dc.publisher Cambridge University Press (CUP) en
dc.relation.ispartofseries Palliative and Supportive Care en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/1478-9515/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Recognition, reflection and role models: Critical elements in education about care in medicine. en
dc.type Journal Article en
dc.identifier.doi 10.1017/S1478951508000618 en
pubs.issue 4 en
pubs.begin-page 389 en
pubs.volume 6 en
dc.rights.holder Copyright: Cambridge University Press (CUP) en
dc.identifier.pmid 19006594 en
pubs.end-page 395 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 72703 en
pubs.record-created-at-source-date 2010-09-01 en
pubs.dimensions-id 19006594 en


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