The doctor-patient relationship: an exploration of trainee doctors’ views

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/343 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/343 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/343 archive 4031 disk0/00/00/01/25 2008-07-16 16:02:29 2019-01-21 12:20:17 2011-07-19 16:13:13 thesis show 0 Burke Sarah Elizabeth s.e.burke@bham.ac.uk Bullock Alison Skelton John University of Birmingham The doctor-patient relationship: an exploration of trainee doctors’ views unpub LB2300 30sch_educ Medical education, doctor-patient relationship Greater understanding of the ways in which medical trainees perceive the doctor-patient relationship could inform future developments in educational provision. A qualitative study was conducted, using a case study approach to explore the perceptions of postgraduate trainees in two medical specialties, general practice (GP) and otolaryngology (ear, nose and throat surgery, ENT), in the West Midlands region of the United Kingdom. Following a scoping exercise in 2002, interviews with 20 trainees (10 GP and 10 ENT) in 2004 and questionnaires from 16 ENT and 89 GP trainees in 2007 explored trainees’ views of the doctor-patient relationship, including perceptions of the nature of that relationship and how they had learnt to develop relationships with patients. Five conceptual frameworks that participants drew upon when talking about the doctor-patient relationship were identified: paternalism; guided decision-making; partnership; clinical and consumerism. Trainees described a fluid doctor-patient relationship which adapts to differing contexts, taking different forms in different situations and influenced by factors outside the doctor’s control, including time and the patient’s personality. Personal experience and observing senior colleagues were considered to have had the greatest impact on learning. Higher Specialist Training which acknowledges the complexity of the doctor-patient relationship and encourages reflective practice is recommended. 2008-07 graduation 2723525 eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 303 University of Birmingham School of Education d_ph na 2008-07 graduation