Patient-Centred Medicine in Transition: The Heart of the Matter

ISBN-13: 9783319024868 / Angielski / Twarda / 2014 / 267 str.

Alan Bleakley

Opis

This book challenges functional models for more aesthetic and ethical models, where communication is grounded in values systems of cultures. Here, communication is treated as a distributed phenomenon involving networks of persons, activities and artifacts, and extends beyond doctor-patient relationships to working in and across teams around patients. The purpose of the book is to stimulate thinking about how patient care and safety may be improved through a focus upon the 'non-technical' work of doctors - interpersonal communication, teamwork and situation awareness in teams. The focus is then not on the personality of the doctor, but on the dynamics of relationships which form doctors' multiple identities.

Recenzje

From the book reviews:

Selected as "Highly Commended" at BMA Medical Book Awards for 2014.

"'This book usefully brings together the history, development and important tenets of patient-centred medicine, making it an almost unique reference for this important area of change in how medicine is delivered. ... brings together a wealth of evidence and information that may well be pivotal in both changing the way we educate our future health professionals, particularly doctors, but also deliver healthcare.'" (BMA Medical Book Awards, September, 2014)

"The book draws on psychology, sociology, the arts, humanities, feminism, linguistics and philosophy. ... This is a book aimed mainly at the serious student of communication - gold dust if you are doing a PhD or a master's in professional practice. It would also sit well on the shelf of the front line clinician seeking to understand the numerous situations in clinical practice that are bedevilled by conflict, crossed wires, unvoiced anxieties and other communication failures." (Trish Greenhalgh, Nursing Standard, Vol. 29 (20), January, 2015)

Spis treści

Foreword

Introduction

Part I: Communication in medicine: democracy and its discontents

Chapter 1: Communication hypocompetence – an iatrogenic epidemic

Chapter 2: Democracy in medicine

Chapter 3: Patient-centeredness without a center

Chapter 4: How doctors think can be judged from how they listen and speak

Chapter 5: A new wave of patient-centeredness

Chapter 6: Models of patient-centered care

Chapter 7: What is meant by ‘empathy’?

Chapter 8: Gender matters in medical education

 

Part II: Deep theorizing in communication in medicine: relationships between team process and practitioner identity

Chapter 9: Working and learning in ‘teams’ in a new era of health care

Chapter 10: Theorizing team process through cultural-historical activity theory (CHAT): networking and knotworking

Chapter 11: Theorizing team process through a Foucauldian perspective: gaining a voice in team activity at the clinical coalface

Chapter 12: Theorizing team process through actor-network-theory (ANT): communication practice as a theory in action

Chapter 13: Theorizing team process through Deleuzean rhizomatics: becoming a medical professional in nomadic teams

Chapter 14: Team process and complexity theory: blunting Occam’s Razor

Chapter 15: Building a collaborative community in medical education research

 

Part III: A brief but provocative conclusion

Chapter 16: Conclusion: professing medical identities in the liquid world of teams

 

Bibliography

Index

O autorze

Alan Bleakley is Professor of Medical Education and Medical Humanities at Plymouth University Peninsula School of Medicine, UK, recently formed from the dissolution of Peninsula Medical School, where he was Deputy Director of the Institute of Clinical Education, internationally recognized as a leading medical education academic and research centre. He initially studied zoology and physiology and biochemistry, but switched to psychology, where his interests in brain science soon faded to be replaced by a passion for a more arts and humanities based psychology. He trained as a psychotherapist, obtaining a DPhil from Sussex University, and practiced for over 25 years, also running qualifying courses in psychotherapy for the University of Exeter, and education in communication for GPs and other health practitioners. He also taught psychodynamic therapies on a doctoral qualifying course for clinical psychologists also at the University of Exeter. Alan came into medical education some years ago, where he has become a leading international figure, especially in the field of theory.             

Blurb

The recent history of medicine is one of great biological and technological advances. Diagnoses are being made earlier, diseases caught sooner, patients living longer. And yet there is one area that lags behind the rest of the field: despite the efforts of graduate courses and training manuals, too many doctors still find communication a challenge.

 

In Patient-Centered Medicine in Transition, the focus is not on skills or tools but on context to improve communication not only with patients, but between colleagues, with management, and within and across teams. Rigorous and readable, this timely manifesto presents new models of team process in patient-centered care, emphasizing their value in reducing harmful medical errors and improving patient care, safety, and outcomes.

Further, the author provides significant research evidence supporting democratic approaches to communication in medicine while also addressing vital questions of ethics, empathy, gender dynamics, and physician self-care. Included in the coverage:

•  The epidemic of communication hypocompetence.
• Patient-centeredness without a center.
• How doctors think can be judged from how they listen and speak.
• Working and learning in teams in the new era of health care.
• Blunting Occam's Razor: team process and complexity theory.
• Building a collaborative community in medical education research.

 Patient-Centered Medicine in Transition offers a bold new reconceptualization of an important topic and a roadmap to new frontiers in practice to be read and discussed by researchers and practitioners in medical education.