Chapter 1 Introduction to Doctor-Patient Communication
Section 1 Overview of Doctor-Patient Communication / 1
Ⅰ. The definition of doctor-patient communication / 1
Ⅱ. The meaning of doctor-patient communication / 3
Ⅲ. The concept of doctor-patient communication / 3
Section 2 Humanistic Connotation in Medicine / 4
Ⅰ. Medical model and gradual change / 5
Ⅱ. The meaning of modern medicine / 7
Ⅲ. Medical humanities and medical professionalism / 8
Ⅳ. Evidence-based medicine and its realization / 10
Section 3 Doctor-Patient Relationship and Doctor-Patient Needs / 12
Ⅰ. Doctor-patient relationship and trend / 12
Ⅱ. Patients’ needs / 14
Ⅲ. Doctors’ needs / 16
Chapter 2 Principles of Doctor-Patient Communication
Section 1 The Social Significance of Doctor-Patient Communication / 18
Ⅰ. Improving the efficiency of universal access to health care / 18
Ⅱ. Promoting the scientific decision-making and management of health care / 18
Ⅲ. Building the harmonious doctor-patient society / 19
Section 2 Medical Value of Doctor-Patient Communication / 20
Ⅰ. Doctor-patient cooperation is the underlying motivation of medical development / 20
Ⅱ. Improving the medical service process / 20
Ⅲ. Doctor-patient decision-making achieves mutual benefit and win-win progress / 22
Section 3 Function of Doctor-Patient Communication / 24
Ⅰ. Providing the correct diagnosis / 24
Ⅱ. Improving the therapeutic effect / 26
Ⅲ. Developing harmonious doctor-patient relationship / 27
Ⅳ. Boosting the modern medical model / 29
Section 4 Application Mode of Doctor-Patient Communication / 30
Ⅰ. The basic principles of doctor-patient communication / 30
Ⅱ. The basic strategies of doctor-patient communication / 32
Ⅲ. The clinical modes of doctor-patient communication / 34
Chapter 3 Doctor-Patient Communication Skills
Section 1 Procedures for Doctor-Patient Communication / 38
Ⅰ. Stages of doctor-patient communication / 38
Ⅱ. The specific process of doctor-patient communication / 39
Section 2 Basic Skills of Doctor-Patient Communication / 42
Ⅰ. Verbal communication skills / 42
Ⅱ. Non-verbal communication skills / 46
Ⅲ. Written communication skills / 48
Ⅳ. Empathy expression skills / 50
Section 3 Emotional Management Skills of Medical Professionals / 52
Ⅰ. Management of the anxiety / 52
Ⅱ. Management of the anger / 55
Chapter 4 Doctor-Patient Communication in Internal Medicine
Section 1 Doctor-Patient Communication in Cardiology / 61
Ⅰ. Physical and mental characteristics of the patients and the social factors involved / 61
Ⅱ. Positive communication in medical care / 62
Ⅲ. Common barriers and solutions in doctor-patient communication / 65
Section 2 Doctor-Patient Communication in Pneumology / 67
Ⅰ. Physical and mental characteristics of the patients and the social factors involved / 68
Ⅱ. Positive communication in medical care / 70
Ⅲ. Common barriers and solutions in doctor-patient communication / 73
Section 3 Doctor-Patient Communication in Gastroenterology / 75
Ⅰ. Physical and mental characteristics of the patients and the social factors involved / 75
Ⅱ. Positive communication in medical care / 76
Ⅲ. Common barriers and solutions in doctor-patient communication / 79
Section 4 Doctor-Patient Communication in Nephrology / 81
Ⅰ. Physical and mental characteristics of the patients and the social factors involved / 81
Ⅱ. Positive communication in medical care / 82
Ⅲ. Common barriers and solutions in doctor-patient communication / 86
Section 5 Doctor-Patient Communication in Endocrinology / 88
Ⅰ. Physical and mental characteristics of the patients and the social factors involved / 88
Ⅱ. Positive communication in the medical care / 90
Ⅲ. Common barriers and solutions in doctor-patient communication / 93
Section 6 Doctor-Patient Communication in Neurology / 95
Ⅰ. Physical and mental characteristics of the patients and the social factors involved / 95
Ⅱ. Positive communication in medical care / 96
Ⅲ. Common barriers and solutions in doctor-patient communication / 98
Section 7 Doctor-Patient Communication in Oncology / 101
Ⅰ. Psychological characteristics of patients with malignant tumors / 101
Ⅱ. Positive communication in medical practice / 102
Ⅲ. Common barriers and solutions in doctor-patient communication / 105
Section 8 Doctor-Patient Communication in Geriatrics / 106
Ⅰ. Physical and mental characteristics of the patients and the social factors involved / 106
Ⅱ. Positive communication in medical care / 109
Ⅲ. Common barriers and solutions in doctor-patient communication / 112
Chapter 5 Doctor-Patient Communication in Surgery
Section 1 Characteristics of Surgery and Surgical Patients / 115
Ⅰ. Characteristics of surgery / 115
Ⅱ. Characteristics of surgical patients / 116
Section 2 Approaches of Doctor-Patient Communication in Surgery / 117
Ⅰ. Comprehensive understanding of patients’ physical， mental and social information / 118
Ⅱ. Notification of surgical schemes and choice of patients / 120
Ⅲ. Preoperative guidance and conversation / 122
Ⅳ. Intraoperative communication / 124
Ⅴ. Postoperative communication / 125
Ⅵ. Communication with critical patients and their families / 126
Section 3 Common Obstacles and Solutions of Doctor-Patient Communication / 128
Ⅰ. Obstacles and solutions in doctor-patient communication caused by information
asymmetry of doctor-patient communication / 128
Ⅱ. Obstacles and solutions in doctor-patient communication caused by the preoperative
inadequate communication / 129
Chapter 6 Doctor-Patient Communication in Obstetrics and Gynecology
Section 1 Doctor-Patient Communication in Gynecology / 132
Ⅰ. Physical and mental characteristics of the patients and the social factors involved / 132
Ⅱ. Positive communication in medical care / 133
Ⅲ. Common barriers and solutions in doctor-patient communication / 136
Section 2 Doctor-Patient Communication in Obstetrics / 138
Ⅰ. Physical and mental characteristics of the patients and the social factors involved / 138
Ⅱ. Positive communication in medical care / 139
Ⅲ. Common barriers and solutions in doctor-patient communication / 142
Chapter 7 Doctor-Patient Communication in Pediatrics
Section 1 Disease Characteristics and Physical and Mental Characteristics of Children / 144
Ⅰ. The pediatric disease characteristics / 144
Ⅱ. The physical and mental characteristics of children and parents / 145
Section 2 Key Points of Doctor-Patient Communication in Pediatrics / 147
Ⅰ. Communicating according to the different characteristics of children / 147
Ⅱ. Interpreting the body language of infants and children / 149
Ⅲ. Overcoming children’s fear / 149
Ⅳ. Effective communication with parents / 149
Ⅴ. Creating the proper medical environment for children / 151
Section 3 Common Obstacles and Solutions of Doctor-Patient Communication / 152
Communication conflicts caused by insufficient understanding of the disease by the parents / 152
Chapter 8 Doctor-Patient Communication in Rehabilitation
Section 1 Physical and Mental Characteristics of the Patient and the Social Factors involved / 154
Ⅰ. Physical and mental characteristics of the patients / 154
Ⅱ. Social factors / 158
Section 2 Positive Communication in Medical Care / 159
Ⅰ. Obtaining the important medical history and its significance / 159
Ⅱ. Medical and health education for patients / 160
Ⅲ. Moderate notification of risks in treatment for patients / 160
Ⅳ. Offering patients the choice of informed treatment / 161
Ⅴ. Guiding patients and their families to cooperate in treatment / 161
Section 3 Common Obstacles and Solutions in Doctor-Patient Communication / 162
Chapter 9 Nurse-Patient Communication
Section 1 Overview of Nurse-Patient Communication / 165
Ⅰ. The concept of nurse-patient communication / 166
Ⅱ. The type of nurse-patient communication / 166
Ⅲ. The process of nurse-patient communication / 167
Ⅳ. The characteristics of nurse-patient communication / 167
Section 2 Basic Skills of Nurse-Patient Communication / 169
Ⅰ. Sincerity / 169
Ⅱ. Decency / 170
Ⅲ. Empathy / 170
Ⅳ. Listening / 171
Ⅴ. Silence / 171
Section 3 Clinical Nurse-Patient Communication / 172
Ⅰ. Communication in basic nursing performance / 172
Ⅱ. Communication in special nursing performance / 173
Ⅲ. Communication with patients about health education / 174
Ⅳ. Communication with patients about bad news / 175
Ⅴ. Communication in response to patients’ complaints / 176
Section 4 Nurse-Patient Communication in the Community / 177
Ⅰ. Communication with children patients in the community / 177
Ⅱ. Communication with pregnant women in the community / 178
Ⅲ. Communication with patients with chronic diseases and elderly patients in the community / 179
Appendix Ⅰ Teaching and Learning Guide for Doctor-PatientCommunication / 181
Appendix Ⅱ Selected Popular Image and Language in Doctor-Patient
Communication / 187
Appendix Ⅲ Basic Skills in Doctor-Patient Communication / 192
Further Reading / 195
內容試閱：
Doctor-patient communication (DPC) is an important course in international medical education. Ithas played a very important role in the global fighting against the epidemic of the COVID-19. There arecurrently 46 medical schools in Chinese mainland that have carried out medical education for foreignstudents. It’s a pity that few colleges and universities offer this course， and there is no suitable teachingmaterial. Hence， it’s urgent to develop the English teaching material of DPC for Chinese teachers andforeign students.
The first edition of this textbook was created in 2003 during the advent of the severe acute respiratorysyndrome (SARS)， which brought DPC onto the stage of Chinese medical education history. Up to now，17 years have passed， the textbook and course have been well received in the field thanks for its efforts andcontributions to improve the quality of Chinese medical education and enhance medical students’ medicalhumanities practice ability.
The second edition of the textbook was published in September 2006， which was identified as theauthoritative teaching material for DPC courses by the Ministry of Education of the People’s Republicof China. It further explained the principle of DPC， and paid attention to the reality， popularity， andapplicability of the theory. The purpose， mechanism， and construction of DPC have been added to the newedition. In addition， DPC in other countries and various systems of internal medicine of DPC have alsobeen introduced.
In February 2012， the third edition of DPC was included as one of the key textbooks of Chineseundergraduate clinical medicine majors by the Expert Committee of Chinese Medical Education. Theoptimized and newly added contents of the textbook included the concept， principles， strategies， models，verbal and nonverbal skills of DPC， contents of surgery DPC as well as the domestic academics of DPCand its social significance. In addition， the attachment “doctor-patient communication course teaching andlearning guide” is also compiled. The fourth edition of this book was published in 2018. The main additionsin this book included the academic summary of foreign academic overview of DPC， medical humanitieshotspots and trends， empathy expression skills， emotional management skills， etc.
This English textbook is translated from the 4th edition of the Chinese DPC textbook after beingappropriately simplified. It is used in clinical medicine， nursing， rehabilitation medicine， and otherspecialties. Students can understand and master the concept， theories， and knowledge of DPC bylearning DPC courses. At the same time， they can master the methods and experiences of DPC in majorprofessional departments such as internal medicine， surgery， obstetrics and gynecology， pediatrics， nursing，rehabilitation， etc. In addition， medical students can also establish thinking methods that effectivelycombine medical knowledge， experience， and communication skills to promote the improvement of medicalhumanities quality， especially the ability of clinical DPC.
There are two innovations in this textbook. ⅰ.A box of “Questions or cases to be communicated inclass” is put at the end of each section， which is designed for students to record by themselves and interactwith teachers in the class. ⅱ. A “summary” (summarize the contents in this section and put forward yourviews) must be completed after each section. In this way， students can connect the actual practice or realcases to summarize the learning content of this section， rather than let the teacher help them determine thelearning focus. This assignment can be used as an important part of the usual performance of this course topromote students’ independent study.
The experts and scholars who participated in the preparation of this book come from famousuniversities such as Peking Union Medical College， Peking University， Nanjing Medical University， HarbinMedical University， Shanghai Jiao Tong University， Soochow University， Huazhong University of Scienceand Technology， Central South University， Tianjin Medical University， Fujian Medical University and soon. We would like to thank all the authors and relevant personnel who developed this book. We thank theExpert Advisory Committee of China Higher Medical Textbook Construction Research Association andPeople’s Medical Publishing House for their attention and support. We are also sincerely grateful to Mr.Gao Qiang (former Minister of Health)， Mr. Zhu Qingsheng (former Vice Minister of Health)， Mr. WangDebing (former President of the National Higher Medical Education Association)， and Mrs. Lin Huiqing(former Vice Minister of the Ministry of Education) for their support to this textbook. DPC courses cannotbe actively promoted and developed without their help.
As local teachers in China， we do not have enough experience in writing English textbooks. It’s achallenge for us to translate all Chinese content into English textbooks. We are honored to invite ProfessorGerald Humphris， a well-known international DPC scholar and professor of the University of St Andrewsof UK， as the chief reviewer of this textbook. We are very grateful for his dedication and kind assistance.As DPC is still a developing course in China， there might be some shortcomings in this textbook. Wesincerely wish that medical education experts， teachers， and medical students can give us suggestions.
Wang Jinfan
Yin MeiIn June
2021
購物車/收銀台(0) | 在線留言板
| 付款方式
| 聯絡我們
| 運費計算
| 幫助中心 |
加入書簽
HOME
新書上架
