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Biomedical subjects

George Freeman

Publications and source records attributed to George Freeman.

6 recordsLinked to original sources
PubMed2003

How important is personal care in general practice?

OBJECTIVES: To explore patients' perceptions of the features of personal care and how far these are shared by healthcare providers; whether a continuing relationship between a health professional and a patient is essential for personal care; and the circumstances in which a continuing relationship is important. DESIGN: Qualitative analysis of semistructured interviews using the "framework" approach. SETTING: Six general practices in Leicestershire. PARTICIPANTS: 40 patients aged > or = 18 years, 13 general practitioners, 10 practice and community nurses, and six practice administrative staff, recruited through participating practices. RESULTS: Patients' and healthcare providers' accounts cited human communication, individualised treatment or management, and whole person care as features of personal care. Personal care was described in three different contexts-a continuing relationship, a single consultation, and from the practice as a whole. The extent to which a continuing relationship was important for personal care was determined by the reason for consulting, as well as patients' consulting history and lifestyle. CONCLUSIONS: Patients, general practitioners, primary care nurses, and administrative staff hold similar views on the meaning of personal care, despite differences of emphasis reflecting their different roles. Personal care is promoted by but not always dependent on a continuing provider-patient relationship; human communication and individualised care emerged as important in making care personal whatever the context. Most respondents valued relationships in primary care and had clear ideas about when care in the context of a relationship was most valuable.

Adolescent↗
PubMed2002

Twelve tips for promoting significant event analysis to enhance reflection in undergraduate medical students.

The facilitation of reflection and development of reflective abilities are increasingly considered to be an important component of professional development (Eraut, 1994). It is known that students find the process of reflection difficult and that it does not come naturally to all, requiring a safe trusting environment in which students can develop with staff support (Woodward, 1998). The structured and deliberate review of significant events has been advocated as a useful way to encourage reflection (Brookfield, 1990). These tips are based on recent research, which revealed that students' difficulties with significant event analysis arise from a range of unforeseen emotional reactions or conflicts. We pass on our tips for minimizing these conflicts and enhancing the reflective and creative aspects of significant event analysis.

Creativity↗