Curiosity

Fitzgerald, Faith T.

doi:10.7326/0003-4819-130-1-199901050-00015

Cited by 73 publications

(44 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…30 Learning contexts that nurture curiosity are those that help students assume "the mind of a beginner", 31 teach them to wonder what patient the disease has as well as what disease the patient has, 32,33 and encourage them to pursue hunches and search for new solutions to complex problems. 34 In this regard, the author has found that having students visit patients in their homes can be a powerful tool for stimulating curiosity and expanding understanding.…”

Section: Understandingmentioning

confidence: 99%

Interpersonal Skill in Medicine: The Essential Partner of Verbal Communication

Dyche

2007

J GEN INTERN MED

View full text Add to dashboard Cite

Medical educators have promoted skillful communication as a means for doctors to develop positive relationships with their patients. In practice, communication tends to be defined primarily as what doctors say, with less attention to how, when, and to whom they say it. These latter elements of communication, which often carry the emotional content of the discourse, are usually referred to as interpersonal skills. Although recognized as important by some educators, interpersonal skills have received much less attention than task-oriented, verbal aspects. Moreover, the field lacks a common language and conceptualization for discussing them. This paper offers a framework for describing interpersonal skills and understanding their relationship to verbal communication and describes an interpersonal skill-set comprised of Understanding, Empathy, and Relational Versatility.

show abstract

Section: Understandingmentioning

confidence: 99%

Interpersonal Skill in Medicine: The Essential Partner of Verbal Communication

Dyche

2007

J GEN INTERN MED

View full text Add to dashboard Cite

show abstract

“…A stunning example of the primacy of text is a case reported by Fitzgerald in which a trainee on rounds reported that a patient had "BKA @below knee amputation# times 2." 43 However, Fitzgerald pointed out to the trainee that the patient in fact had two feet. The transcription error had occurred several admissions previously and remained unquestioned in the chart ever since: the diabetic patient had been admitted for "DKA @di-abetic ketoacidosis#," but the discharge diagnosis had been mistranscribed as BKA.…”

Section: 22mentioning

confidence: 99%

Self-monitoring in clinical practice: A challenge for medical educators

Epstein

Siegel

Silberman

2008

Journal of Continuing Education in the Health Professions

276

211

View full text Add to dashboard Cite

Recent literature has described how the capacity for concurrent self-assessment-ongoing moment-to-moment self-monitoring-is an important component of the professional competence of physicians. Self-monitoring refers to the ability to notice our own actions, curiosity to examine the effects of those actions, and willingness to use those observations to improve behavior and thinking in the future. Self-monitoring allows for the early recognition of cognitive biases, technical errors, and emotional reactions and may facilitate self-correction and development of therapeutic relationships. Cognitive neuroscience has begun to explore the brain functions associated with self-monitoring, and the structural and functional changes that occur during mental training to improve attentiveness, curiosity, and presence. This training involves cultivating habits of mind such as experiencing information as novel, thinking of "facts" as conditional, seeing situations from multiple perspectives, suspending categorization and judgment, and engaging in self-questioning. The resulting awareness is referred to as mindfulness and the associated moment-to-moment self-monitoring as mindful practice-in contrast to being on "automatic pilot" or "mindless" in one's behavior. This article is a preliminary exploration into the intersection of educational assessment, cognitive neuroscience, and mindful practice, with the hope of promoting ways of improving clinicians' capacity to self-monitor during clinical practice, and, by extension, improve the quality of care that they deliver.

show abstract

“…Do stories teach empathy [1]? Do patients feel more comfortable with physicians who have wide-ranging intellectual interests and curiosities [2]? Preliminary research suggests that the answer to these questions is yes, but the empirical literature is sparse.…”

Section: Commentarymentioning

confidence: 99%