Dyche Lawrence
Department of Family and Social Medicine, Montefiore Medical Center, Albert Einstein College of Medicine, 3544 Jerome Ave, Bronx, NY 10467, USA.
J Gen Intern Med. 2007 Jul;22(7):1035-9. doi: 10.1007/s11606-007-0153-0. Epub 2007 Apr 17.
Medical educators have promoted skillful communication as a means for doctors to develop positive relationships with their patients. In practice, communication tends to be defined primarily as what doctors say, with less attention to how, when, and to whom they say it. These latter elements of communication, which often carry the emotional content of the discourse, are usually referred to as interpersonal skills. Although recognized as important by some educators, interpersonal skills have received much less attention than task-oriented, verbal aspects. Moreover, the field lacks a common language and conceptualization for discussing them. This paper offers a framework for describing interpersonal skills and understanding their relationship to verbal communication and describes an interpersonal skill-set comprised of Understanding, Empathy, and Relational Versatility.
医学教育工作者提倡将熟练沟通作为医生与患者建立积极关系的一种方式。在实践中,沟通往往主要被定义为医生所说的内容,而较少关注他们说话的方式、时间以及对象。沟通的这些后者要素,通常承载着话语的情感内容,通常被称为人际技能。尽管一些教育工作者认为人际技能很重要,但与以任务为导向的语言方面相比,人际技能受到的关注要少得多。此外,该领域缺乏用于讨论它们的通用语言和概念。本文提供了一个描述人际技能并理解它们与语言沟通关系的框架,并描述了一个由理解、同理心和关系灵活性组成的人际技能集。