Patient-Centered Medicine: Transforming the Clinical Method

by Moira Stewart, Judith Belle Brown, W. Wayne Weston, Thomas Freeman, Bridget L. Ryan

Overview

Emphasizing holistic philosophy, this important book encourages practitioners to surpass treatment based strictly on a one-dimensional, biomedical assessment of their patients. Among the topics covered are: conceptualizations of ill-health; consideration of the patient as an individual; the establishment of goals and cooperative strategy between physician and patient; and the realistic allocation of time, energy, and other resources of the health care provider.

Product Details

ISBN-13:	9781032496238
Publisher:	CRC Press
Publication date:	03/06/2024
Edition description:	4th ed.
Pages:	362
Product dimensions:	6.88(w) x 9.69(h) x (d)

About the Author

Carol L. McWilliamIan McWhinneyJudith Belle BrownMoira StewartThomas FreemanWayne Weston

Table of Contents

Introduction - Moira Stewart and W Wayne Weston
Why We Need a New Clinical Method - Ian R Mc Whinney
PART ONE: THE CONCEPTS
Overview of the Patient-Centered Clinical Method - W Wayne Weston and Judith Belle Brown
The First Component - Judith Belle Brown, W Wayne Weston and Moira Stewart
Exploring both the Disease and the Illness Experience
Being Understood: Case Illustrating Component 1 - Judith Belle Brown, W Wayne Weston and Moira Stewart
The Second Component - Judith Belle Brown and W Wayne Weston
Understanding the Whole Person
Lost Dreams: Case Illustrating Component 2 - Judith Belle Brown
The Third Component - Judith Belle Brown, W Wayne Weston and Moira Stewart
Finding Common Ground
Breaking the Habit is Hard to Do: Case Illustrating Component 3 - Martin J Bass and Judith Belle Brown
The Fourth Component - Carol L Mc William and Thomas R Freeman
Incorporating Prevention and Health Promotion
"An Ounce of Prevention...A Pound of Cure ": First Case Illustrating Component 4 - Thomas R Freeman, Moira Stewart and Judith Belle Brown
Choices and Chances - Whose Responsibility?: Second Case Illustrating Component 4 - Carol L Mc William and Judith Belle Brown
The Fifth Component - Moira Stewart, Judith Belle Brown and Ian R Mc Whinney
Enhancing the Relationship
Control and Reassurance: Case Illustrating Component 5 - Moira Stewart, Judith Belle Brown and W Wayne Weston
The Sixth Component - Judith Belle Brown, Carol L Mc William and W Wayne Weston
Being Realistic
"Show Me the Way to Go Home ": Case Illustrating Component 6 - Carol L Mc William, Judith Belle Brown and John Yaphe
PART TWO: LEARNING AND TEACHING
Teaching the Patient-Centered Method - W Wayne Weston and Judith Belle Brown
The Human Dimensions of Medical Education
Dealing with Common Difficulties in Learning and Teaching the Patient-Centered Method - W Wayne Weston and Judith Belle Brown
Teaching the Patient-Centered Method - W Wayne Weston and Judith Belle Brown
Instructional Methods
Teaching the Patient-Centered Method - W Wayne Weston and Judith Belle Brown
Practical Tips
The Case Report as a Teaching Tool for Patient-Centered Communication - Thomas R Freeman
PART THREE: RESEARCH ON PATIENT-CENTERED COMMUNICATION
Studies of Health Outcomes and Patient-Centered Communication - Moira Stewart
Methods of Scoring Patient-Centeredness - Moira Stewart
Qualitative Approaches that Illuminate Patient-Centered Care - Carol L Mc William
Patient-Doctor Relationships over Time - Moira Stewart
Conclusion: Opportunities for the Future - Moira Stewart

Editorial Reviews

3 Stars from Doody

This book is a concise description of a patient-centered model of patient-physician communication, written for clinicians, educators, and researchers. There are six key elements in the authors' model, each of which is illustrated by one or more clinical vignettes. The purpose is to describe and explore a model of physician-patient communication that emphasizes patients' needs rather than the traditional medical model. There is an emphasis on the theoretical basis of the model, for the purpose of education and research on patient-centered medicine. The authors clearly achieve the objective of describing and explaning of their model. Written for primary care practitioners, it also addresses the needs of medical educators and academicians, by including sections on Learning and Teaching and Research on Patient-Centered Communication. The authors are a team of well-respected researchers, educators, and clinicians in field of patient-physician communication. There are minimal illustrations, which are reasonably useful, but not crucial to the understanding of the content. The references include both historical and current research citations. The book is very readable with a clearly legible font, and the clinical vignettes clarify the concepts quite well. This is a useful book for medical educators and students of patient-physician communication skills. It could easily be used in a course on interviewing skills for medical students or residents. It would be less useful to active practitioners, although those who wish to improve their skills in this area would find this an interesting, enjoyable, and readable book.

Jane E. Corboy

Reviewer: Vincent F Carr, DO, MSA, FACC, FACP (Uniformed Services University of the Health Sciences)
Description: This is an academic treatise on the primary interactions between clinicians and patients. The previous edition was published in 2003.
Purpose: The book discusses many aspects of clinician interactions with patients, mentees, and peers. Medicine has seen many such discussions, impacting admissions to medical schools, which have moved from an emphasis on scientifically-minded students to consideration of humanities-oriented students and oscillating between these extremes. This book continues this discussion.
Audience: This is a book for academics. It provokes thought about the journey medicine has taken and where it should go in the future.
Features: The chapters are based upon the editors' construct of what they define as the patient-centered clinical method. The book is divided into five parts: an introduction; a four-part section on different aspects of the model and how they interact; a section on teaching and learning; a section on some of the social aspects of medicine such as financial considerations; and, finally, some quantitative and qualitative measures. The book defines the many terms used and, by doing so, significantly defines the parameters of the discussions but also makes some of the discussions disconnected from the reality of the practice of medicine. While it elevates the issues from the practicalities of daily practice, it does stimulate much thought. One drawback is that it stays away from current discussions of government involvement in healthcare; it would be interesting to add this dimension as there is significant relevant history on both sides of the Atlantic.
Assessment: As noted, this is a serious academic book for policy makers, academicians, those involved in medical school admissions committees, and those in the social sciences.

Doody's Review Service