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dc.contributor.authorQuirk, Mark E.
dc.contributor.authorMazor, Kathleen M.
dc.contributor.authorHaley, Heather-Lyn
dc.contributor.authorPhilbin, Mary
dc.contributor.authorFischer, Melissa A.
dc.contributor.authorSullivan, Kate
dc.contributor.authorHatem, David S.
dc.date2022-08-11T08:08:35.000
dc.date.accessioned2022-08-23T16:00:18Z
dc.date.available2022-08-23T16:00:18Z
dc.date.issued2008-09-01
dc.date.submitted2012-03-14
dc.identifier.citation<p>Patient Educ Couns. 2008 Sep;72(3):359-66. Epub 2008 Aug 5. <a href="http://dx.doi.org/10.1016/j.pec.2008.05.022" target="_blank" title="Link to article on publisher's site">Link to article on publisher's site</a></p>
dc.identifier.issn0738-3991 (Linking)
dc.identifier.doi10.1016/j.pec.2008.05.022
dc.identifier.pmid18684582
dc.identifier.urihttp://hdl.handle.net/20.500.14038/30851
dc.description.abstractOBJECTIVE: Caring is closely associated with reduced malpractice litigation, adherence to treatment and even symptom relief. Caring also is included in pay for performance formulas as well as widely utilized for quality improvement purposes. Our objective in this prospective qualitative study was to define caring behaviors associated with three challenging encounters: discussing the transition from curative to palliative care, delivering bad news (cancer), and discussing a medical error (misplaced test result). The purpose was to lay the groundwork for the creation of a 'patient-centered' caring attitude checklist that could help the healthcare provider understand and ultimately enhance the patient's experience of care. METHODS: Groups of randomly selected lay people, henceforth referred to as patients: (1) engaged in 'think aloud' exercises to help create a 15-item caring behavior checklist; (2) used the checklist to rate videotapes of simulated challenging encounters conducted by twenty primary care physicians (total of 600 ratings sets); and (3) participated in 12 separate 1.5 h focus groups discussing the caring (and non-caring) behaviors exhibited in videotapes of the highest and lowest rated encounters. RESULTS: Thirteen behaviors emerged as focal for describing a doctor's caring attitude but with disagreement as to whether specific examples of these behaviors were 'caring' or 'uncaring.' For example, although the concept of empathic inquiry was considered important by most patients, the physician question, "Is there someone you can call or talk with" (about a cancer diagnosis) was interpreted by one patient as 'very caring' while another was 'impressed with how uncaring' the statement appeared. CONCLUSION: At the conceptual level there is a set of behaviors that represent caring, however, the manifestation of these behaviors is 'in the eye of the beholder.' The most important element of caring may not be the set of behaviors but a set of underlying abilities that include taking the patient's perspective and reflecting on the patient's responses. PRACTICE IMPLICATIONS: Medical education must focus on the underlying abilities of caring.
dc.language.isoen_US
dc.relation<a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=18684582&dopt=Abstract">Link to Article in PubMed</a>
dc.relation.urlhttp://dx.doi.org/10.1016/j.pec.2008.05.022
dc.subjectAdult
dc.subject*Attitude to Health
dc.subject*Empathy
dc.subjectFemale
dc.subjectFocus Groups
dc.subjectHumans
dc.subjectMale
dc.subjectMedical Errors
dc.subjectPalliative Care
dc.subject*Physician-Patient Relations
dc.subjectProspective Studies
dc.subject*Psychometrics
dc.subjectReproducibility of Results
dc.subjectTruth Disclosure
dc.subjectUnited States
dc.subjectCommunity Health and Preventive Medicine
dc.subjectMedical Education
dc.subjectPreventive Medicine
dc.subjectPrimary Care
dc.titleHow patients perceive a doctor's caring attitude
dc.typeJournal Article
dc.source.journaltitlePatient education and counseling
dc.source.volume72
dc.source.issue3
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/fmch_articles/179
dc.identifier.contextkey2667562
html.description.abstract<p>OBJECTIVE: Caring is closely associated with reduced malpractice litigation, adherence to treatment and even symptom relief. Caring also is included in pay for performance formulas as well as widely utilized for quality improvement purposes. Our objective in this prospective qualitative study was to define caring behaviors associated with three challenging encounters: discussing the transition from curative to palliative care, delivering bad news (cancer), and discussing a medical error (misplaced test result). The purpose was to lay the groundwork for the creation of a 'patient-centered' caring attitude checklist that could help the healthcare provider understand and ultimately enhance the patient's experience of care.</p> <p>METHODS: Groups of randomly selected lay people, henceforth referred to as patients: (1) engaged in 'think aloud' exercises to help create a 15-item caring behavior checklist; (2) used the checklist to rate videotapes of simulated challenging encounters conducted by twenty primary care physicians (total of 600 ratings sets); and (3) participated in 12 separate 1.5 h focus groups discussing the caring (and non-caring) behaviors exhibited in videotapes of the highest and lowest rated encounters.</p> <p>RESULTS: Thirteen behaviors emerged as focal for describing a doctor's caring attitude but with disagreement as to whether specific examples of these behaviors were 'caring' or 'uncaring.' For example, although the concept of empathic inquiry was considered important by most patients, the physician question, "Is there someone you can call or talk with" (about a cancer diagnosis) was interpreted by one patient as 'very caring' while another was 'impressed with how uncaring' the statement appeared.</p> <p>CONCLUSION: At the conceptual level there is a set of behaviors that represent caring, however, the manifestation of these behaviors is 'in the eye of the beholder.' The most important element of caring may not be the set of behaviors but a set of underlying abilities that include taking the patient's perspective and reflecting on the patient's responses.</p> <p>PRACTICE IMPLICATIONS: Medical education must focus on the underlying abilities of caring.</p>
dc.identifier.submissionpathfmch_articles/179
dc.contributor.departmentMeyers Primary Care Institute
dc.contributor.departmentDepartment of Family Medicine and Community Health
dc.contributor.departmentDepartment of Medicine
dc.source.pages359-66


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