05078nam a22003857i 4500001001300000003000400013005001700017006001900034007001500053008004100068040001800109020003600127020003300163020001500196020001800211020001500229020001800244050002300262100002700285245010300312264003600415300008100451336002600532337002600558338003600584341003000620504004900650520136600699505200502065532035104070588002604421650003104447776010704478856010704585on1413230920EBZ20251029164106.0m        d        cr cnu---unuuu231211s2023    flua    ob    001 0 eng d  aEBZbengcEBZ  a9781000922448q(electronic bk.)  a1000922448q(electronic bk.)  z1032272732  z9781032272726  z1032272724  z9781032272733 4aR118.6bG89 2024eb1 aGuy, Charlie,eauthor.14aThe art of medical communication :bbringing the humanities into clinical practice /cCharlie Guy. 1aBoca Raton :bCRC Press,c2024.  a1 online resource (209 pages) :billustrations (black and white, and color).  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier0 atextual2sapdv3EBSCOhost  aIncludes bibliographic references and index.  aThe field of medical humanities is growing rapidly and offers many valuable insights for medical education generally and for enhancing and improving communication specifically. Through practical and thought-provoking examples, this innovative new text demonstrates how engaging with the arts and humanities can benefit the work of doctors and make them better, more effective practitioners with a focus on achieving this through better communication and by stimulating self-reflection. Key features: Utilises modern and familiar examples, including case studies, to illustrate and explore language and communication skill deployment in a variety of given scenarios Reflects the increasing use of online consultation and the associated importance of ensuring effective communication in virtual settings Describes several models for reflective practice Supported by a selection of eResources to enhance reader experience and understanding; visit www.routledge.com/9781032272726 This new book is written specifically for medical students, junior doctors and medical educators looking to develop or teach communication skills. It will instil and support the background understanding of the role, need and ongoing requirement for humanities engagement in self-development and reflection to enhance and improve the experience of both the practitioner and the patient.0 aChapter 1: Introduction1a. Establishing Rapport - People are Social Animals 1b. When Rapport Breaks Down 1c. The Role of the Humanities within Professional Distancing 1d. Models of Communication1e. Modes of Communication Chapter 2: A Definition of the Humanities 2a. The Two Hemispheres 2b. C.P. Snow - The Great Divide 2c. What Can the Humanities do for Science? 2d. Cool Story, Poe - Theory of Mind 2e. The Notes Between the Notes Between the Notes: Talking to Eds Chesters 2f. Issues of Accessibility Chapter 3: The Role of the Humanities in Medicine Through Time 3a. Frankenstein: or the Modern Prometheus (Frankenstein) 3b. Typhoid Fever: There's Something About Mary Mallon 3c. The AIDS Crisis: 'Art Lives on Forever' 3d. Write Your Own Narrative Journey Chapter 4: Medical Ethics4a. The Ethics of Persuasion 4b. Fake News - When Storytelling Cancels Science 4c. The Telephone Game: When Storytelling Goes Wrong 4d. The Tabloid Press 4e. Children in the MediaChapter 5: Case Scenarios 1 5a. Case Scenario 1a: Azzura (Aggie) Romano 5b. Case Scenario 1b: Oscar James Thompson 5c. Case Scenario 1c: Arnold Gaylor 5d. Case Scenario 1d: Nihal Anand 5e. Case Scenario 1e: Abby Sable-AdamsonChapter 6: The Art of Communication in Practice 6a. Gillian Lynne - 'Wriggle Bottom'Chapter 7: Case Scenarios 2 7a. Case Scenario 2a - Dermatology 7b. Case Scenario 2b - DNACPR 7c. Case Scenario 2c - 'Wild Goose Chase' 7d. Case Scenario 2d - NeurosurgeryChapter 8: The Art of Reflection 8a. Jean-Dominique Bauby - The Case of Patient AChapter 9: Reflective Models 9a. Rolfe et al.'s Three-stage Model of Reflective Practice (2001) 9b. Kolb's Reflective Model of Experiential Learning (1984) 9c. Gibbs Reflective Cycle (1988) Chapter 10: ConclusionAppendix 1 - Structured Reflective Templates 11a. Template 1 - Rolfe et al.'s Three-Stage Model of Reflective Practice (Rolfe et al, 2001)11b. Template 2 -Kolb's Reflective Model of Experiential Learning (1984) 11c. Template 3 -Gibbs Reflective Cycle (1988) Index 03EBSCOhosta"EBSCO evaluates our products based on the Web Content Accessibility Guidelines (WCAG) and the related Section 508 and EN 301 549 regulations in the US and EU. Most EBSCO products are substantially conformant with WCAG 2.2 level AA." Source: https://connect.ebsco.com/s/article/EBSCO-VPATs?language=en_US. Last accessed April 22, 2025.0 aPrint version record. 0aCommunication in medicine.08iPrint version:aGuy, Charlie.tArt of medical communication.dBoca Raton : CRC Press, 2024z1032272732403EBSCOhostuhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=3567490