 |
|
Teaching Fundamentals in Group and Interpersonal RelationsAn Intervention Designed to Enhance Resident Learning and Productivity and the Quality of Work Life
Robert A. Doughty, MD, PhD;
James Krantz, PhD
Am J Dis Child. 1985;139(12):1206-1210.
|
|
| Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings. |
|
|
|
Many medical educators are recognizing a need to enhance undergraduate and residency training programs with mechanisms designed to address the stressful nature of physician education and to improve the interpersonal skills of physicians.1-5
Inappropriate coping strategies developed in medical school and residency may be a major factor in subsequent physician impairment.6-11 Stress also has a significant detrimental effect on an individual's capacity to learn and develop.6,12-14 The transformation in the organization of health care requires the adaptation of training programs to meet changes in the role of the physician.15 In residency training the traditional physician-resident teaching/patient care diad is increasingly being replaced by a multiple-input team approach involving not only physicians (including residents, attending physicians, and often multiple subspecialists), but also nurses, social workers, paraprofessionals, unit assistants, and others. Optimal patient care and learning require facility in negotiating relationships with a wide variety of individuals from
. . . [Full Text PDF of this Article]
Author Affiliations
From the Department of Pediatrics, Children's Hospital of Philadelphia (Dr Doughty), and the Management and Behavioral Science Center, The Wharton School, University of Pennsylvania, Philadelphia (Dr Krantz).
Footnotes
Reprint requests to Children's Hospital of Philadelphia, 34th Street & Civic Center Boulevard, Philadelphia, PA 19104 (Dr Doughty).
 CiteULike  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter
What's this?
|
