Introduction | |
Why We Need a New Clinical Method | |
The Concepts | |
Overview of the Patient-Centered Clinical Method | |
The First Component | |
Exploring both the Disease and the Illness | |
Experience Being Understood: Case Illustrating | |
Component 1 | |
The Second Component | |
Understanding the Whole Person Lost Dreams: Case Illustrating | |
Component 2 | |
The Third Component | |
Finding Common Ground | |
Breaking the Habit is Hard to Do: Case Illustrating | |
Component 3 | |
The Fourth Component | |
Incorporating Prevention and Health Promotion | |
"An Ounce of Prevention...A Pound of Cure": First Case Illustrating | |
Component 4 | |
Whose Responsibility?: Second Case Illustrating | |
Component 4 | |
The Fifth Component | |
Enhancing the Relationship Control and Reassurance: Case Illustrating | |
Component 5 | |
The Sixth Component | |
Being Realistic "Show Me the Way to Go Home": Case Illustrating | |
Component 6 | |
Learning and Teaching | |
Teaching the Patient-Centered Method | |
The Human Dimensions of Medical Education | |
Dealing with Common Difficulties in Learning and Teaching the Patient-Centered Method | |
Teaching the Patient-Centered Method | |
Instructional Methods Teaching the Patient-Centered Method | |
Practical Tips The Case Report as a Teaching Tool for Patient-Centered Communication | |
Research on Patient-Centered Communication | |
Studies of Health Outcomes and Patient-Centered Communication | |
Methods of Scoring Patient-Centeredness | |
Qualitative Approaches that Illuminate Patient-Centered Care | |
Patient-Doctor Relationships over Time | |
Conclusion: Opportunities for the Future | |
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