Language and connectedness in the medical and psychiatric interview

Ness, David E.; Kiesling, Scott F.

doi:10.1016/j.pec.2007.03.026

Cited by 5 publications

(3 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Creating opportunities for patient empowerment also supports relationship-centered care, as does applying knowledge of implicit bias. 46 Even without formal training, relationship-centered care can be built through attention to cues 9 -visual (eg, sitting down, other body language), 47,48 auditory (eg, knocking, language, tone, conversational flow), 48,49 and emotional (eg, clinical empathy, emotional intelligence)(Table 2). Such attention is familiar to everyone, not just physicians or patients, through interactions outside of health care; inattention may be due to the hidden curriculum or culture of medicine 40 as well as real-time changes, such as the introduction of the electronic health record.…”

Section: Burnoutmentioning

confidence: 99%

Relationship-Centered Care in the Physician-Patient Interaction: Improving Your Understanding of Metacognitive Interventions

Kim

Fortin

et al. 2021

Cutis

View full text Add to dashboard Cite

show abstract

Section: Burnoutmentioning

confidence: 99%

Relationship-Centered Care in the Physician-Patient Interaction: Improving Your Understanding of Metacognitive Interventions

Kim

Fortin

et al. 2021

Cutis

View full text Add to dashboard Cite

show abstract

“…Clinicians and patients can also produce conversational silences by excluding the discussion of diffi cult topics, such as illicit drug use, sexuality, family violence, 16 and not telling the complete truth. 17 Although such behaviors can hinder face-to-face communication and social connectedness, 18 it is important to avoid preconceptions when interpreting their meanings and importance. For example, silence can support social interaction by indicating attentiveness and giving direction to taking turns.…”

Section: Neg At IV E Spac Ementioning

confidence: 99%

“…Although such behaviors can hinder face-to-face communication and social connectedness, 18 it is important to avoid preconceptions when interpreting their meanings and importance. For example, silence can support social interaction by indicating attentiveness and giving direction to taking turns.…”

mentioning

confidence: 99%

Something in Nothing: Negative Space in the Clinician-Patient Relationship

Buetow¹

2009

The Annals of Family Medicine

View full text Add to dashboard Cite

Clinicians can easily miss the importance of how what is not present gives depth, perspective, and clues to the real meaning of social action in clinical encounters. This essay addresses examples of commonly overlooked forms of this concept of negative space in the clinician-patient relationship. The examples are negative physical space, which denotes the physical distances that separate clinicians and patients during face-to-face encounters; negative communicative space, which refers to how nonverbal and verbal communication can signify information not exchanged during these visits; and negative longitudinal space, which describes pauses over time and includes what is not said between clinicians and patients between visits. Discussed is how the awareness of these different spaces helps us to let go of our preconceptions, to experience what is there rather than what we expect to fi nd, and to use space sensitively to improve interactions with patients. A rt provides lessons that are relevant to family practice and include the need to look closely without preconceptions.1 Close observation is important because there is a common tendency to focus on positive space, which is the space occupied by subjects. It is easy to miss the negative space, which in art is the space between or around subjects. Art teaches us that if we ignore the negative space, we risk seeing only the positive space we expect to see, rather than what is there. Awareness of negative space enables us to let go of our presumptions and be open to new possibilities. For example, a well-known illustration of negative space is shown in Figure 1; which fi rst reveals a vase but, on refl ection, also depicts 2 faces in profi le.The concept of negative space signifi es in medicine what is not seen, not heard, not felt, or otherwise not done or experienced. Negative space frames and provides context for what is present, for example, during clinician-patient interactions. The context of these interactions is incomplete without alertness to negative space, because in the practice of medicine clinicians can easily fail to notice-and be responsive to-what is absent in perceiving what is at hand.As health professionals, we need to be aware of what is not, in the midst of what is, so we can move beyond what we expect, or take for granted, in interpreting the positive spaces that clinicians and patients occupy. This essay focuses on the concept of negative space in clinicianpatient interactions. Specifi cally, it considers 3 neglected forms of negative space in these encounters: (1) negative physical space, which denotes the physical distances that separate the clinician and patient during their face-to-face encounters; (2) negative communicative space, which refers to how nonverbal and verbal communication can each signify information not exchanged during these visits; and (3) do not say to each other between visits. I discuss how our alertness to, understanding of, and sensitive use of these different spaces can improve the delivery of clinical care ...

show abstract

Instructional Design Strategies for Teaching the Mental Status Examination and Psychiatric Interview: a Scoping Review

et al. 2022

View full text Add to dashboard Cite

Objective The psychiatric mental status examination is a fundamental aspect of the psychiatric clinical interview. However, despite its importance, little emphasis has been given to evidence-based instructional design. Therefore, this review summarizes the literature from an instructional design perspective with the aim of uncovering design strategies that have been used for teaching the psychiatric interview and mental status examination to health professionals. Methods The authors conducted a scoping review. Multiple databases, reference lists, and the gray literature were searched for relevant publications across educational levels and professions. A cognitive task analysis and an instructional design framework was used to summarize and chart the findings. Results A total of 61 articles from 17 countries in six disciplines and three educational levels were identified for data extraction and analysis. Most studies were from the USA, presented as educational case reports, and carried out in undergraduate education in the field of psychiatry. Few articles described the instructional rationale for their curriculum. None of the studies compared the effectiveness of different instructional design components. Reported learning activities for each task domain (knowledge, skills, and attitudes) and for each step of an instructional design process were charted. Most articles reported the use of introductory seminars or lectures in combination with digital learning material (videos and virtual patients in more recent publications) and role-play exercises. Conclusions Educators in psychiatry should consider all task domains of the psychiatric interview and mental status examination. Currently, there is a lack of empirical research on expertise acquisition and use of instructional design frameworks in this context.

show abstract

Language and connectedness in the medical and psychiatric interview

Cited by 5 publications

References 18 publications

Relationship-Centered Care in the Physician-Patient Interaction: Improving Your Understanding of Metacognitive Interventions

Relationship-Centered Care in the Physician-Patient Interaction: Improving Your Understanding of Metacognitive Interventions

Something in Nothing: Negative Space in the Clinician-Patient Relationship

Instructional Design Strategies for Teaching the Mental Status Examination and Psychiatric Interview: a Scoping Review

Contact Info

Product

Resources

About