What can people approaching death teach us about how to care?

Patient Education and Counseling

Volumn 81, Issue 2, 2010, Pages 251-256

  Janssen, Anna L ^a   MacLeod, Roderick D ^b  

^a KING'S COLLEGE LONDON   (United Kingdom)

^b UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

Caring; Communication; Education; End of life care; Medicine; Patient doctor relationship

Indexed keywords

ARTICLE; CANCER PATIENT; CLINICAL ARTICLE; DOCTOR PATIENT RELATION; DYING; EMPATHY; EXPERIENCE; HUMAN; INDIVIDUALITY; INTERPERSONAL COMMUNICATION; PATIENT AUTONOMY; PATIENT CARE; PHYSICIAN ATTITUDE; PRIORITY JOURNAL; SEMI STRUCTURED INTERVIEW; STEREOTYPY; TERMINALLY ILL PATIENT;

DEATH; EMPATHY; HUMANS; INTERVIEWS AS TOPIC; NEOPLASMS; PATIENTS; PHYSICIAN-PATIENT RELATIONS; PHYSICIANS; TEACHING; TERMINALLY ILL;

EID: 77957252577     PISSN: 07383991     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.pec.2010.02.009     Document Type: Article

References (41)

1. Janssen AL, MacLeod RD. What does care mean? Perceptions of people approaching the end of life; submitted for publication.
2. Janssen AL, MacLeod RD. Who cares for whom? Reciprocity of care at the end of life; submitted for publication.
3. Stewart M.A. Effective physician-patient communication and health outcomes: a review. Can Med Assoc J 1995, 152:1423-1433.
4. Williams S., Weinman J., Dale J. Doctor-patient communication and patient satisfaction. Fam Pract 1998, 15:480-492.
5. Bendapudi N.M., Berry L.L., Frey K.A., Parish J.T., Rayburn W.L. Patients' perspectives on ideal physician behaviours. Mayo Clin Proc 2006, 81:338-344.
6. Steiner A., Vetter W. Patient compliance/noncompliance, determining factors, physician-patient interaction. Schewiz Rundsch Med Prax 1994, 83:889-894.
7. Janssen A.L., MacLeod R.D., Walker S.T. Recognition, reflection, and role models: critical elements in education about care in medicine. Palliative Support Care 2008, 6:389-395.
8. Bonvicini K.A., Perlin M.J., Bylund C.L., Carroll G., Rouse R.A., Goldstein M.G. Impact of communication training on physician expression of empathy in patient encounters. Patient Educ Couns 2009, 75:3-10.
9. Newton B.W., Barber L., Clardy J., Cleveland E., O'Sullivan P. Is there hardening of the heart during medical school?. Acad Med 2008, 83:244-249.
10. Hatem D., Mazor K., Fischer M., Philbin M., Quirk M. Applying patient perspectives on caring to curriculum development. Patient Educ Couns 2008, 72:367-373.
11. Quirk M., Mazor K., Haley H.-L., Philbin M., Fischer M., Sullivan K., et al. How patients perceive a doctor's caring attitude. Patient Educ Couns 2008, 72:359-366.
12. Tulsky J.A. Interventions to enhance communication among patients, providers, and families. J Palliative Med 2005, 8(Suppl. 1):S95-102.
13. Jha V., Quinton N.D., Bekker H.L., Roberts T.E. Strategies and interventions for the involvement of real patients in medical education: a systematic review. Med Educ 2009, 43:10-20.
14. Hojat H., Mangione S., Nasca T.J., Rattner S., Erdmann J.B., Gonella J.S., et al. An empirical study of decline in empathy in medical school. Med Educ 2004, 38:934-941.
15. Bellini L.M., Shea J.A. Mood change and empathy decline persist during three years of internal medicine training. Acad Med 2005, 80:164-167.
16. Hojat M., Vergare M.J., Maxwell K., Brainard G., Herrine S.K., Isenberg G.A., et al. The devil is in the third year. A longitudinal study of erosion of empathy in medical schools. Acad Med 2009, 84:1182-1191.
17. Bellini L.M., Baime M., Shea J.A. Variation of mood and empathy during internship. J Amer Med Assoc 2002, 287:3143-3146.
18. Deveugele M., Derese A., Maesschalck S., Willems S., Driel M.V., Maeseneer J. Teaching communication skills to medical students, a challenge in the curriculum?. Patient Educ Couns 2005, 58:265-270.
19. Benbassat J., Baumel R. A step-wise role playing approach for teaching counseling skills to medical students. Patient Educ Couns 2002, 46:147-152.
20. Hanna M., Fins J. Power and communication: why simulation training ought to be complemented by experiential and humanist learning. Acad Med 2006, 81:265-270.
21. Gibbins J., McCourbrie R., Maher J., Forbes K. Incorporating palliative care into undergraduate curricula: lessons for curricula development. Med Educ 2009, 43:776-783.
22. Hawthorne D.L., Yurokovich N.J. Human relationship: the forgotten dynamic in palliative care. Palliative Support Care 2003, 1:261-265.
23. Spencer J. Decline in empathy in medical education: how can we stop the rot?. Med Educ 2004, 38:916-920.
24. Stern D.T., Cohen J.J., Bruder A., Packer B., Sole A. Teaching humanism. Perspect Biol Med 2008, 51:495-507.
25. Egnew T.R., Wilson H.J. Faculty and medical students' perceptions of teaching and learning about the doctor-patient relationship. Patient Educ Couns 2009, 10.1016/j.pec.2009.08.012.
26. Palomares N.A. Explaining gender-based language use: effects of gender identity salience on references to emotion and tentative language in intra- and intergroup contexts. Hum Commun Res 2009, 34:263-286.
27. Boggs C., Giles H. " The canary in the coalmine": the nonaccommodation cycle in the gendered workplace. Int J Appl Ling 1999, 9:223-245.
28. Giles H., Coupland J., Coupland N. Accommodation theory: communication, context, and consequence. Contexts of accommodation: developments in applied sociolinguistics 1991, 1-68. Cambridge University Press, New York. H. Giles, J. Coupland, N. Coupland (Eds.).
29. Shepard C.A., Giles H., LePoire B.A. Communication accommodation theory. The new handbook of language and social psychology 2001, 33-56. Wiley, New York. W.P. Robinson, H. Giles (Eds.).
30. O'Brien LF. Effects of gender-preferential speech on language, attitudes, and self-esteem. University of Otago, Dunedin, New Zealand; 1999. Unpublished Master's Thesis.
31. Thomson R., Murachver T., Green J. Where is the gender in gendered language?. Psychol Sci 2001, 12:171-175.
32. Burgoon M. Language and social influence. Handbook of language and social psychology 1990, 51-72. Wiley, London. H. Giles, W.P. Robinson (Eds.).
33. Burgoon M., Klingle R.S. Gender differences in being influential and/or influenced: a challenge to prior explanations. Sex differences and similarities in communication: critical essays and empirical investigations of sex and gender in interaction 1998, 257-285. Erlbaum, Mahwah, NJ. D.J. Canary, K. Dindia (Eds.).
34. Schattner A., Rudin D., Jellin N. Good physicians from the perspective of their patients. BMC Health Serv Res 2004, 4:26-31.
35. Kaasa S., Loge J.H. Quality of life in palliative care: principles and practice. Palliative Med 2003, 17:11-20.
36. Branch W.T., Frankel R., Gracey C.F., Haidet P.M., Weissman P.F., Cantey P., et al. A good clinician and a caring person: longitudinal faculty development and the enhancement of the human dimensions of care. Acad Med 2009, 84:117-126.
37. MacLeod R.D., Egan A.G. Transformation in palliative care. Transformative learning in action: insights from community, workplace and higher education 2009, 111-121. Jossey-Bass, San Francisco. J. Mezirow, E. Taylor (Eds.).
38. Charon R. Narrative medicine: form, function and ethics. Ann Intern Med 2001, 134:83-87.
39. Charon R. Narrative medicine: a model for empathy, reflection, profession and trust. J Amer Med Assoc 2001, 286:1897-1902.
40. Charon R. Narrative and medicine. NEJM 2004, 350:862-864.
41. Charon R. Rita Charon. Lancet 2004, 363:404.