Patient knowledge and the content of the consultation in general practice

Bain, D. J. G.

doi:10.1111/j.1365-2923.1977.tb00626.x

Cited by 31 publications

(5 citation statements)

References 8 publications

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“…As previously mentioned, the present study showed that there are a variety of diverse factors that affect the decision to seek help for foot health concerns, beyond a simple understanding of the signs and symptoms that need further assessment. While the patients reported little knowledge of podiatry or of how to access the service, general education programmes are unlikely to be sufficient to ensure that patients take adequate responsibility Bain (1977) Gray (2002),, Hill and Hale (2004), Hammond (1999Hammond ( , 2003…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing the Patient with Rheumatoid Arthritis in their Decision to Seek Podiatry

Blake

Mandy

Stew

2013

Musculoskeletal Care

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Due to the multitude of factors influencing the individual's decision to seek help, the patient cannot be given sole responsibility for their foot health if we wish to achieve timely and appropriate podiatry, as recommended in the literature. Responsibility should be three-way; the patient, the members of the rheumatology team and, once in the podiatry service, the podiatrist should maintain this.

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Section: Discussionmentioning

confidence: 99%

Factors Influencing the Patient with Rheumatoid Arthritis in their Decision to Seek Podiatry

Blake

Mandy

Stew

2013

Musculoskeletal Care

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“…This suggestion is of particular importance when a doctor is working with patients from relatively unfamiliar cultures and sub-cultures. Bain (1976Bain ( , 1977 has shown that some doctors explain less to patients from lower social classes. Cooper and Metcalfe (1979) show that knowledge about health co-varies with social class yet Pendleton and Bochner (1980) state that doctors offer fewer explanations to patients of social class IV and V. Tuckett et al (1985) showed that their sample of general practitioners rarely discovered patients' beliefs about their problems and even more rarely presented explanations which took account of patients' beliefs.…”

Section: Patients' Views and Beliefsmentioning

confidence: 98%

Explaining in professional contexts

Brown

Atkins

1986

Research Papers in Education

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This article provides a conceptual framework for the study of explaining and uses that framework to review and discuss studies of explaining in various professional contexts including school and university teaching, medicine and medical consultations, nursing, other health professions and law. Explaining is a central activity in all these professions. Explaining may be described as an attempt to give understanding of a problem to another and understanding as seeing connections which were hitherto not seen. These definitions lead to a framework of problem identification, processes of explaining, checks on understanding and outcomes. The empirical studies indicate that clarity and expressiveness are highly valued and are key characteristics of effective explaining to groups, and that clarity and friendliness are key characteristics of explaining in consultations. Studies in various professions also show that training can lead to more effective explaining; that there are sometimes gaps between official wisdom and what professionals actually do and that ideologies and contexts influence problem identification, processes of explaining and outcomes.Explaining is a core skill of most professions. It is of obvious importance to teachers and lecturers but it is also of importance to lawyers, architects, engineers, medical practitioners and other health professions. Despite its ubiquity the study of explaining has been relatively neglected. There are perhaps three reasons for this neglect. First, some members of professional groups such as counsellors, therapists, social workers and teachers of adults associate explaining with authoritarianism. In so doing, they confuse authoritarianism and authority based upon expert knowledge and they assume that to explain is necessarily to be coercive. Secondly, explaining is a taken for granted activity. We all spend a great deal of time explaining in everyday life and in various professional contexts so we assume we know what an explanation is and how to explain. Thirdly, explaining, like many taken for granted

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“…Such power differentials are magnified when the patient and clinician come from different class backgrounds. For example, conversation regarding drugs was significantly less successful for patients from lower SES backgrounds [16]. Patients from higher socioeconomic background had 60 % more conversation with their physicians [17].…”

Section: Background Considerations: the Clinician’s Rolementioning

confidence: 99%

Some Advice for Physicians and Other Clinicians Treating Minorities, Women, and Other Patients at Risk of Receiving Health Care Disparities

White

Stubblefield-Tave

2016

J. Racial and Ethnic Health Disparities

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Studies of inequalities in health care have documented 13 groups of patients who receive disparate care. Disparities are partly due to socioeconomic factors, but nonsocioeconomic factors also play a large contributory role. This article reviews nonsocioeconomic factors, including unconscious bias, stereotyping, racism, gender bias, and limited English proficiency. The authors discuss the clinician’s role in addressing these factors and reducing their impact on the quality of health care. They indicate the significance of cultural humility on the part of caregivers as a means of amelioration. Based on a review of the clinician’s role as well as background considerations in the health care environment, the authors put forward a set of 18 recommendations in the form of a checklist. They posit that implementing these recommendations as part of the patient clinician interaction will maximize the delivery of equitable care, even in the absence of desirable in-depth cross-cultural and psychosocial literacy on the part of the clinician. Trust, mutual respect, and understanding on the part of the caregiver and patient are crucial to optimizing therapeutic outcomes. The guidelines incorporated here are tools to furthering this goal.

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Patient knowledge and the content of the consultation in general practice

Cited by 31 publications

References 8 publications

Factors Influencing the Patient with Rheumatoid Arthritis in their Decision to Seek Podiatry

Factors Influencing the Patient with Rheumatoid Arthritis in their Decision to Seek Podiatry

Explaining in professional contexts

Some Advice for Physicians and Other Clinicians Treating Minorities, Women, and Other Patients at Risk of Receiving Health Care Disparities

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