The book should become mandatory reading for medical students and all physicians who have regular contact with patients...I would recommend this book to every physician, especially in this time when the general public is promised that all will be "cured" by advances in technology.-J. Carlton Gartner, Jr., MD, Pediatrician-in-Chief, Alfred I. duPont Hospital for Children
In a relative few pages Dr. Athreya unlocks many secrets of clinical care that might otherwise take the average practitioner many years to learn... This book represents the experiences of a sage clinician with many years of experience molded by deep reflection and thought, and comprehensive review of the literature on this subject.-Stephen Ludwig, MD Senior Advisor for Medical Education The Children's Hospital of Philadelphia
Effective diagnostic and clinical management skills require competency in observing, listening, communicating, problem-solving and negotiating. In addition, the physician needs human relationship skills. It is apparent that a systematic curriculum is needed to teach these clinical skills to medical students and trainees and this handbook provides a practical guide.
Each chapter in this book discusses one of the clinical skills in depth. A unique feature of this book is the use of concepts developed in several other disciplines. For example, ideas to learn listening skills are borrowed from industrial management literature. The Appendix outlines ideas on how to organize a course on clinical competency skills and includes a few exercises to start discussion groups.
This practical manual is a resource for training of future physicians for competency in the art and practice of medicine. Ideas expressed in this book have been developed, tested and improved over a period of 25 to 30 years with input from trainees and medical practitioners.
Athreya's (pediatrics, Thomas Jefferson U., and U. of Pennsylvania) text is based on a course on "The Art of Medicine" that the author has presented annually at the Children's Hospital of Philadelphia for 20-plus years to medical students, pediatric trainees, and the staff. The emphasis is on the "people" skills required of an effective clinician--listening, observational, diagnostic, problem solving, communication, and basic helping skills--which have not typically been addressed in a formal and systematic way in most educational programs. With greater attention now being given to communication and human relation skills in the training and evaluation of physicians for both board certification and recertification, the book is also suitable as a primer for newly emerging competency-based medical education courses for medical students and physician trainees. The appendix contains a detailed chapter on how to organize a course on clinical competency skills, with additional exercises and a further reading list. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)
There is growing acknowledgement of the importance of interpersonal and communication skills in the training of future physicians. Effective diagnostic and clinical management skills require competency in observing, listening, communicating, problem-solving and negotiating. In addition, the physician needs human relationship skills. It is apparent that a systematic curriculum is needed to teach these clinical skills to medical students and trainees and this handbook provides a practical guide.Each chapter in this book discusses one of the clinical skills in depth. A unique feature of this book is the use of concepts developed in several other disciplines. For example, ideas to learn listening skills are borrowed from industrial management literature. The other unique feature is the inclusion of practical exercises to learn and teach each of these skills. The Appendix outlines ideas on how to organize a course on clinical competency skills and includes a few exercises to start discussion groups.This practical manual is a resource for training of future physicians for competency in the art and practice of medicine. Ideas expressed in this book have been developed, tested and improved over a period of 25 to 30 years with input from trainees and medical practitioners.
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