Biomedical subjects

Egidio A Moja

Publications and source records attributed to Egidio A Moja.

3 recordsLinked to original sources

PubMed2005

When talking to the patient is difficult: the physician's perspective.

The aim of the study was to analyze the difficult doctor-patient relationship from a doctor's perspective. A qualitative-interpretative approach was employed to analyze representations of difficult visits collected by means of written narrations. Two main scenarios were identified: (i) a 'personal scenario' in which the doctor had difficulties from a purely personal perspective; and (ii) a 'professional scenario' in which the doctor had difficulties as a professional when the 'other' resists or in facing the 'other' who resists. A further scenario was identified in which problems were generated by the family of the patient. Results suggest that the relation between doctor and patient may be very complex. Difficulties may be internal to the doctor, hence intra-psychic, depending on being both a professional and a human being. Difficulties may also be external between two psychological subjects (labeled as inter-psychic), where interaction of the 'you' and the 'other' becomes a battleground, a wall of opposition, or alternatively a place of experimentation with relationships. Furthermore, external difficulties may also be between more than two persons (labeled as inter-personal), by the possible multiplicity of the 'other'. This happens in particular when the 'other' is represented by the family.

Adult↗

PubMed2004

Effects of a course on ophthalmologist communication skills: a pilot study.

INTRODUCTION: Although the issue of communication skills is now considered crucial for ophthalmology, no previous research has discussed training in this field. This study aimed to discuss the effects of a 16 hour communication skills course for ophthalmologists. In particular the study assessed the interest of participants with respect to the topic and the efficacy on participants' communication skills, at least in a laboratory setting. MATERIALS AND METHODS: Eleven ophthalmologists participated in the course. Learner satisfaction was evaluated using a questionnaire with a six-point Likert scale. Course efficacy was assessed by a comparison between communicative behaviour of ophthalmologists in videoed role playing before and immediately after attending the course. Videoed consultations were coded using the Patient Centred Score Sheet (PCSS) and the Roter Interaction Analysis System (RIAS). The Wilcoxon signed rank test was used for statistical analysis. FINDINGS: The course obtained high satisfaction in participants (mean score 5.1). In the post test role playing, patient centredness increased significantly (p < 0.01). Furthermore, ophthalmologists improved their competence in using open ended questions (p < 0.02), process categories (e.g. orientation statement) (p < 0.05) and social communication categories (e.g. personal statement) (p < 0.01). DISCUSSION: According to our findings, ophthalmologists did show satisfaction for the course. Results also indicate that the course positively influenced ophthalmologist communication competence, at least in a laboratory setting. After the course, participants became more attentive to patients' psychosocial needs, both in terms of general quality of consultation (patient centredness) and in terms of using specific interpersonal skills. Present results are considered preliminary, and further research is needed with a larger sample and including an evaluation of the effects on ophthalmologists' communication skills in clinical practice.

Adult↗

PubMedDate not supplied

[A very difficult question: a qualitative research from the nurses' perspective].

UNLABELLED: Aim of this paper is to identify what is a difficult question, according to nurses' perceptions. Since the knowledge on this area is limited, a qualitative method was preferred for a pilot study. METHODS: As part of a training exercise, fifty-one nurses were requested to recall, from their own experience, and to describe, a difficult question asked by a patient, that created problems to the nurse. Data were analysed with hermeneutical-interpretative methodology. RESULTS: Three main conceptual cores were identified: the characteristics of the difficult question; the "after the question"; and the source of the problem experienced. The first core is related to the content of the question but also to the characteristics of the person that formulates it, to the setting, and to the subjective perception of the time window. What happens after the question is related to the nurse's reactions. The third conceptual core is related to the interplay between different possible roles: patient, professional, and human being. The denominator of the three cores has to do with the emotional-relational dimension of the communication. This difficulty may partly be due to the lack of education in the management of the emotions.

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