Teaching Professional Attitudes and Basic Clinical Skills to Medical Students: A Practical Guide

The second edition of this concise, easy-to-read title is designed for clinical teachers looking to refine their approach to teaching professional attitudes and basic skills to medical students. The core sections on communication skills, physical examination, and clinical reasoning have been fully updated; and the book has been expanded to cover such topics as the role of the social and behavioral sciences in clinical care, quality assurance of patient care, and the rationing of medical resources in clinical practice.  On all topics, the renowned author clearly and adroitly offers keen insights gleaned from his long career, explaining the importance of these topics and how students form their own opinions about them.  For example, writes the author, the primary goal of teaching the social and behavioral sciences is to raise awareness that age, low socioeconomic status, recent life events, drug dependence, mental illness, high body mass index, and belonging to an ethnic minority are risk indicators for morbidity. Second, the author address second opinions, outlining how not getting a second opinion is a cause of health care disparities. In addition, the author discusses how unexpected study results should not be ignored, nor should they be considered definitive evidence, but rather hypotheses that should be tested by further studies.  Teaching Professional Attitudes and Basic Clinical Skills to Medical Students: A Practical Guide, 2nd Edition  will be of great assistance to teachers who must provide an approach not only to teaching patient interviewing and the physical examination but to teaching key, clinically relevant topics of the behavioral and social sciences that are so vital to developing an effective, well-rounded physician.

Table of Contents:
1. Introduction.- 2. Paradigmatic shifts in the theory, practice and teaching of medicine in recent decades.- 3. Teaching behavioral and social sciences to medical students.- 4. Difficulties in learning and teaching patient interviewing.- 5. Overcoming difficulties in teaching patient interviewing.- 6. Doctor-patient relations.- 7. Barriers to doctor-patient communication.- 8. Diagnostic utility of the physical examination and ancillary tests.- 9. Physical-examination skills: learning difficulties.- 10. Learning and teaching physical-examination skills by clinical context.- 11. Recording the clinical data base.- 12. Recording personal and social data and examination of asymptomatic persons.- 13. Recording the patient's history.- 14. Intuitive vs analytic clinical reasoning.- 15. Should clinical training rely on role modeling?.

About the Author :
Jochanan Benbassat, Department of Medicine (retired), Hadassah-Hebrew University Medical School, Jerusalem, Israel. Formerly, Professor of Medicine and Chair of Medical Education Hadassah-Hebrew University Medical School, Jerusalem, Israel. Professor of Medicine and Chair of Behavioral Sciences in Medicine, Faculty of Health Sciences, Ben-Gurion University, Beer-Sheva, Israel. Senior Research Associate, Myers-JDC Brookdale Institute, the Smokler Center for Health Policy Research, Jerusalem, Israel.