Effective communication and shared decision making: Theoretical approach from the doctor-patient relationship approach

Abstract

Introduction: shared decision making is understood as a communicational model in which health personnel collaborate with the patient or caregiver in making optimal health decisions, encouraging patients, family members and physicians to evaluate clinical information and compare risk-benefit in order to select the most appropriate treatment option.Objective: to characterize shared decision making as a model of patient-physician communication.Development: the method has gained acceptance among the medical community in recent years; despite having an approach in line with current medicine due to benefits such as a decrease in medical errors, being associated with a better overall quality of decisions and less decisional conflict, its use is controversial due to weaknesses such as lack of practical guidelines for its use, lack of training for the parties involved, lack of time and applicability due to the patient's characteristics. Shared decision support tools provide information about the options and potentially expected outcomes for a person's health status, and are different from traditional educational materials. Conclusions: shared decision making emerges as a method of patient-physician communication centered on the participation of the patient in his or her medical therapy and is credited with reducing decisional uncertainty. The scientific evidence is insufficient to recommend its use over traditional methods, although its application has gained acceptance among the international community in recent years.

A Quasi-Experimental Study on the Effectiveness of Early Interventional Techniques on Self-Esteem

“…(5) Usha Tiwari Upadhyay, 2020 reported that after undergoing a positive psychological intervention, children with SLD saw a considerable improvement in their emotional well-being in terms of greater life satisfaction, boosted positive effects, and diminished negative consequences. (8) n accordance with S. Pandiammal and S.J. Poornakala, 2020, total self-esteem scores for the control and experimental groups were low before the intervention, at 14,21 and 14,20, respectively.…”

“…Gila Schnitzer, Caroline Andries, Jo Lebeer 2007 and Usha Tiwari Upadhyay, 2020. (6,8) Similarly, EsmaielSoleymani, MojtabaHabibi and Mani B. Monajemi 2015;Valeria Cavioni, IlariaGrazzani and Veronica Ornaghi 2017; Ahmed Elhassan Hamid Hassan 2015; Karande S 2022; Syed Arifa and Syed ShahidSiraj 2019; Peter A. Wyman et al 2010; Elisabetta Lombardi 2021indicative distinctions between the elements of alexithymia and mental health were discovered.Students with dyscalculia gain psychologically and in terms of their alexithymia component through adopting emotional regulation strategies. (10,11,12,13,14,15,16) Problems with thinking, being unable to stay focused, unwillingness to pay attention, lack of activity, lack of conversations, lack of self-assurance, low self-esteem, hostility, overconsumption of activity, non-interaction, hyper-crime, phobia, and short-duration sleep are some of the emotional and behavioural issues that affect children with learning disabilities.According to research made by SutinunJuntorn, SarinyaSriphetcharawut, Peeraya Munkhetvit,2017 and S. Pandiammal and S.J.…”

“…Two studies (6,7) had a "fair" quality ratingand "good" for the remaining three. (5,8,9) Study Characteristics Table 1 presents a description of the key methodological aspects and broad characteristics of the recently reviewed studies.Two of the researches are experimental investigations. (6,7,8,9) onestudy is cross-sectional study.…”

“…(6) According to this study of interventions used to treat specific learning disorders, The Perceive, Recall, Plan, and Perform (PRPPthe structure of Enforcement was put into action. In SutinunJuntorn, and PeerayaMunkhetvit, 2017; (7) Using a 4-point Likert scale, FitriDwiArini, Sunardi, and Sri Yamtinah, 2019 studied the social skills of students with specific learning disabilities; (5) Positive psychology intervention was put into effect by Usha Tiwari Upadhyay in 2020, (8) whereas learning interventions in phonology, morphology, semantics, syntax, and pragmatics were administered byS. Pandiammal and S.J.…”