Patient education and counseling
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Cancer is frequently a disease of older individuals. Communication between physicians and older patients about cancer prevention, screening, diagnosis, treatment and care is complicated by a variety of factors including patients' beliefs, perceptions, and knowledge about cancer. ⋯ To understand communication as a complex, multidimensional human enterprise requires knowledge of older patients' lived experience of cancer and their need for honest and compassionate care. Research findings on physician-older patient communication about cancer need to be translated into medical education, training and practice to improve the care of the older cancer patient.
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Attention to providers' communication skills is likely to increase, given the confluence of forces that have highlighted the importance of communication in healthcare. In the United States, interpersonal and communication skills have been explicitly identified as a priority throughout the continuum of medical education and practice. ⋯ This article illustrates the interplay between education and research by discussing examples of useful concepts (models of communication, issues of perceived control, and patterns of non-verbal communication) and understudied topics (physician verbalizations during patients' initial narratives, the mundane aspects of communication in healthcare, conceptual and operational definitions of empathy, and the effect of patient narratives on both patients and providers). Given the breadth and depth of experience, from screening and prevention to treatment and support, the context of cancer offers a promising laboratory for enhancing both education and research about provider-patient communication.
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Physicians and patients find it hard to communicate when treatment fails to cure or control cancer. Communication barriers include fear of "giving up," losing the medical team, and discussing death. ⋯ Communication skills that can be taught, learned, and maintained for physicians at all levels of training, and effective educational programs have been described. Research on communication skills training should focus on the best method of delivery, the "dose-response" effect, and how to measure success of training in complex health care environments.
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Seventy-five physicians at primary health care centers in Spain described their emotions and thoughts during interviews with frequent attenders. Emotion scales were developed by factor and reliability analysis. ⋯ Sadness was associated with more frequent referrals to specialists. Awareness and acceptance of their emotions may improve physicians' emotional intelligence and physician-patient relationships.
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The aim of this study is to describe physicians' experiences in their encounters with patients by allowing the physicians to observe and comment on their own video-recorded medical consultations. Eighteen orthopaedic surgeons took part in the study; they were informed that we were interested in studying what actually takes place during a consultation, the quality of communication between doctor and patient, and how the physicians themselves experience the consultation. Each time the physician wished to make a comment, the video film was stopped and the comments were taped on audiocassette. The results showed that when the physicians watched the video-recorded consultations they commented spontaneously on issues regarding, among others: (1) how they try to adapt their communication to the patient's situation; (2) the need to explain things to the patient; (3) perceptions of working under unfavourable conditions; (4) difficulties in helping certain patients.