2014
DOI: 10.26443/ijwpc.v1i1.38
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Exploring the Relational Aspects of Patient and Doctor Communication

Abstract: The alliance concept is an essential component of therapeutic relationships. Contrary to empirical evidence, its relevance is often not acknowledged in medical encounters. This circumstance invites the question, ‘‘How can the doctor and patient connect relationally with each other to improve the communication process and promote healing?’’ We propose that healing can be accomplished through dialog that emphasizes the collaborative nature of the partnership between the doctor and patient. The typical conversati… Show more

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Cited by 6 publications
(6 citation statements)
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“…72 Among possible adult learning theories, transformative learning stands out because it is intended to provide an educational experience consistent with the purpose of changing acculturated perspectives and behaviors. 6,[72][73][74][75][76][77][78][79] Transformative learning provides the opportunity to confront and engage in critical reflection about the professional's impact on the patient/ family by using their narrative accounts to explore new meanings, roles, relationships, and actions. 6,76,78 In the classroom, patient/family narratives (or actual patients) are used to engage health professional students, in order to disrupt their habitual perspectives via skillful transformational facilitation processes, which include supported critical questioning and reflection.…”
Section: Toward a Transformative Learning Theory Foundation For Develmentioning
confidence: 99%
“…72 Among possible adult learning theories, transformative learning stands out because it is intended to provide an educational experience consistent with the purpose of changing acculturated perspectives and behaviors. 6,[72][73][74][75][76][77][78][79] Transformative learning provides the opportunity to confront and engage in critical reflection about the professional's impact on the patient/ family by using their narrative accounts to explore new meanings, roles, relationships, and actions. 6,76,78 In the classroom, patient/family narratives (or actual patients) are used to engage health professional students, in order to disrupt their habitual perspectives via skillful transformational facilitation processes, which include supported critical questioning and reflection.…”
Section: Toward a Transformative Learning Theory Foundation For Develmentioning
confidence: 99%
“…This discussion is still relevant as our advances in technological biomedical testing continue to be at the forefront of dentistry. Consequently, during their consultations with patients, doctors aim to acquire data as well as promote the healing process; these encounters can be emotional and complex and so require a genuine and developed dialogue (Gadamer 1996; Hovey and Massfeller 2012; Hovey and Apelian 2014). A mutual understanding is thus co-created as the doctor acquires an improved bedside manner through dialogue with the patient (Gadamer 1996; Hovey and Apelian 2014).…”
Section: Discussionmentioning
confidence: 99%
“…Therapeutic relationship is a complex construct that can be conceptualized and organized differently, thereby impacting the classification of tools as relational. For instance, some frameworks are focused on concepts such as bonding, empathy, trust, or communication, and working alliance, while others are more broad, including contextual factors such as the health‐care environment, patient or health‐care provider factors such as the prerequisite knowledge and qualities of the health‐care provider, or patient expectations for care . Despite these limitations, the results of the content analysis suggest that our method was suitable as there was a clear delineation between the tools classified as relational (proportion of relational items was 0.84 and above) and nonrelational tools (0.38 or lower).…”
Section: Discussionmentioning
confidence: 99%