Measuring Communicative Satisfaction in Doctor--Patient Relations: The Doctor--Patient Communication Inventory

Schneider, David; Tucker, Raymond K.

doi:10.1207/s15327027hc0401_2

Cited by 23 publications

(15 citation statements)

References 28 publications

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“…Empathy and emotional intelligence in medical students have been measured in previous studies by instruments such as the Bar-On Emotional Quotient Inventory, 28 and patient-centred attitudes by the questionnaires such as the Patient-Practitioner Orientation Scale 21,23 and the Doctor-Patient Communication Inventory. 29 However, we felt that these existing measures did not address knowledge of the doctor-patient relationship from a psychodynamic viewpoint, that is considering an understanding of the unconscious processes involved in emotional communication or the importance of a patient's prior attachment experiences in influencing their relationship to the doctor. We therefore decided to design our own questionnaire that would meet all those requirements.…”

Section: Limitationsmentioning

confidence: 99%

Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial

et al. 2011

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Good communication between a doctor and his or her patient serves two essential functions: to share clinical information and to establish a good doctor-patient relationship.1 Effective doctor-patient communication is associated with many benefits, which include patient satisfaction, adherence to treatment, symptom improvement, reduction in psychological distress, and patient's perception of physician competence.2 Moreover, the majority of complaints and lawsuits against doctors cite poor communication as the main cause of the patient's grievance.3 These findings have led to the prioritisation of teaching communication skills in medical school curricula in recent years, yet a number of issues still need to be considered. There is disagreement about what the most effective way of teaching communication skills is, but there is evidence that more experiential methods of learning are preferred by students and are more effective than didactic demonstrating or lecturing. 4 It is also not clear at what stage in their training and for what duration students should be taught communication skills, and whether different students are suited to different teaching methods. 5,6 Many programmes now use actors in simulated doctor-patient consultation scenarios and provide video feedback of the student's interviewing skills, but it is not clear how well these acquired skills translate to real encounters with patients. Many of the studies attempting to evaluate different methods for teaching communication skills lack a control group, 7 and often the main measurement is based on the student's own self-evaluation, which does not correlate with other measures, such as evaluation by their teachers, and may not be indicative of actual improvement as poorly performing students tend to overrate their ability. 8,9Psychodynamic teaching at University College London School of MedicineWe were interested in evaluating the effectiveness of two methods of teaching medical students about communication between doctor and patient and about the doctorpatient relationship: the University College London (UCL) student psychotherapy scheme (SPS) and Balint groups, both of which are based on a psychodynamic paradigm and are focused on increasing students' awareness and understanding of the emotional aspects of the doctor-patient relationship.At the beginning of each academic year all of the firstyear clinical medical students on the introductory course are invited to an introductory lecture about the SPS and Balint groups: interested students then volunteer to join. Each year, about 30-40% of the annual student intake Aims and method To evaluate the effectiveness of two psychodynamic psychotherapy teaching methods, a student psychotherapy scheme (SPS) and participation in a Balint group, in teaching first-year clinical medical students about doctor-patient communication and the doctor-patient relationship. The 28 students, who were randomly allocated to three groups (SPS group, Balint group starting at baseline and Balint group starting at 3 months and a...

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Section: Limitationsmentioning

confidence: 99%

Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial

et al. 2011

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“…Doctors overtly took other patients ahead of the complainers. Schneider and Tucker (1992) identified patient waiting time as a factor of communication satisfaction with doctors. This evidence, combined with the cases described above, suggests that procrastination may be a technique related to patient dissatisfaction.…”

Section: Resultsmentioning

confidence: 99%

A naturalistic investigation of compliance‐gaining strategies employed by doctors in medical interviews

Schneider

Beaubien

1996

Southern Communication Journal

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“…33 Various rating scales are available to quantify patient satisfaction 34,35 and doctor-patient communication. 36 However, it is not clear how well these will adapt to assessment of nonphysician healers or of healers across different cultural contexts. Development and validation of new measures will likely be necessary.…”

Section: Therapeutic Relationshipmentioning

confidence: 99%

Fostering a Healing Presence and Investigating Its Mediators

McDonough-Means

Kreitzer

Bell

2004

The Journal of Alternative and Complementary Medicine

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The purpose of this paper is the exploration and explication of the complex phenomena of "healing presence" and of appropriately supportive theoretical approaches to integrate emerging models for research design. Healing presence is described as an interpersonal, intrapersonal, and transpersonal to transcendent phenomenon that leads to a beneficial, therapeutic, and/or positive spiritual change within another individual (healee) and also within the healer. An integrated framework merging knowledge from diverse fields of research develops the multiple elements of healing presence, the healer, the healee's capacity for response and the healing effect as an entangled phenomenon. A conceptual systemic model is presented, and questions and dilemmas that emerge are delineated. An integrated qualitative-quantitative research design is proposed. A systemic relationship model, which includes the healer, the healee, and persons within the healee's environment is presented. The challenges are substantial, but the research questions are meaningful and worthwhile. The goal is to foster healing at bio-psycho-social-spiritual levels of the human being.

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Measuring Communicative Satisfaction in Doctor--Patient Relations: The Doctor--Patient Communication Inventory

Cited by 23 publications

References 28 publications

Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial

Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial

A naturalistic investigation of compliance‐gaining strategies employed by doctors in medical interviews

Fostering a Healing Presence and Investigating Its Mediators

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