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  • 2015

  • Branch, William T. (2015): Teaching professional and humanistic values. Suggestion for a practical and theoretical model. In: Patient education and counseling 98 (2), S. 162-167. DOI: 10.1016/j.pec.2014.10.022

    DOI: http://www.ncbi.nlm.nih.gov/pubmed/25468396 

    Abstract: OBJECTIVES To suggest and describe a practical and theoretical underpinning for teaching professional and humanistic values. METHODS The author describes four learning methods that together comprise a model for teaching professional and humanistic values. The author defends this model by citing evidence and relevant literature as well as his extensive experience with numerous colleagues in successfully applying the model in large scale programs. RESULTS The combination of teaching methods that comprise the model evolved over 30 years from the experience of several large collaborations with educators in teaching learners at all levels of medical education. The four teaching methods are (1) experiential learning of skills, (2) critical reflection, (3) a supportive group process, and (4) a sufficiently longitudinal curriculum. Together, these methods create a theoretical model with mutually reinforcing elements for enhancing commitment to core values and optimizing professional identity formation. CONCLUSIONS This paper describes the combined model and the methods in detail and reviews evidence favoring incorporation into curricula. PRACTICE IMPLICATIONS The combined model educationally enhances core values that underlie the professional identity formation of physicians. The model is practical and generalizable, and should be used by curriulum planners.

    Keywords: Clinical Competence, Curriculum, Design, Education, Medical/methods, Faculty, Medical, Humanism, Humans, Learning, Models, Educational, Models, Theoretical, Physician-Patient Relations, Social Identification, Staff Development, Teaching/methods

  • 2008

  • Kahn, Michael W. (2008): Etiquette-based medicine. In: The New England journal of medicine 358 (19), S. 1988-1989. DOI: 10.1056/NEJMp0801863

    DOI: http://www.ncbi.nlm.nih.gov/pubmed/18463374 

    Abstract: Patients ideally deserve to have a compassionate doctor, but might they be satisfied with one who is simply well-behaved? When I hear patients complain about doctors, their criticism often has nothing to do with not feeling understood or empathized with. Instead, they object that “he just stared at his computer screen,” “she never smiles,” or “I had no idea who I was talking to.” During my own recent hospitalization, I found the Old World manners of my European-born surgeon — and my reaction to them — revealing in this regard. Whatever he might actually have been feeling, his behavior — dress, manners, body language, eye contact — was impeccable. I wasn't left thinking, “What compassion.” Instead, I found myself thinking, “What a professional,” and even (unexpectedly), “What a gentleman.” The impression he made was remarkably calming, and it helped to confirm my suspicion that patients may care less about whether their doctors are reflective and empathic than whether they are respectful and attentive.

    Keywords: Disziplin, Education, Medical/methods, Etikette, Etiquette, Fachetiketten, Favoriten, Humans, Medizin, Observablen/Kriterien für sozial angemessenes Verhalten und dessen Bewertung, Patient Care, Physician-Patient Relations, Professional Competence, Rolle (Beruf), Soziale Angemessenheit, Zugeschriebene Kompetenz
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