Biomedical Engineering Reference
In-Depth Information
Example 4
STUDENT:
Even if I can understand
it feels like I'm
I have problems with professional empathy because I can recognize it
but it's not me
genuinely
but it is
I know I should reassure the patient, but when I confi rm that I actually
understood I don't have the genuine feeling.
Learning to communicate as a doctor also means using language in a
professional way, i.e. conducting certain interactive (speech) actions, such as
formulating questions that aim at eliciting the patient's report, directing the
patient's account, and giving a certain kind of feedback.
In the group discussions one specifi c type of speech action seemed to
cause special trouble, specifi cally that of asking questions. The students have
to learn about formulating questions, but also to put their questions in the
correct (medical) order, such as exploring the major bodily systems in a
certain order.
Example 5
STUDENT
(commenting on another student):
I think the contents of the questions were okay
although the questions were a bit circumscribed
you said: 'You have not …'
but the order of your questions was okay I think
it was logical.
Instead, an open invitation is suggested for the patient's account, and the
students are trained to become increasingly sensitive to identifying phrases
that help the patient to talk openly about his/her life situation.
Example 6
STUDENT:
Just repeat what the patient just said
'Oh you play golf!'
and then you go quiet [laughter in the group].
SUPERVISOR:
I think it's good to do it like that
because you also connect to the patient
maybe you talk about other things for a while
but it's okay
let the ends justify the means as long as it brings you forward and you
can establish a relationship.
