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本文引用的文献

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Curricula for empathy and compassion training in medical education: A systematic review.医学教育中同理心和同情心培训课程:系统评价。
PLoS One. 2019 Aug 22;14(8):e0221412. doi: 10.1371/journal.pone.0221412. eCollection 2019.
2
Delivering bad news to patients.向患者传达坏消息。
Proc (Bayl Univ Med Cent). 2016 Jan;29(1):101-2. doi: 10.1080/08998280.2016.11929380.
3
Situation, Background, Assessment, and Recommendation-Guided Huddles Improve Communication and Teamwork in the Emergency Department.基于情况、背景、评估和建议的碰头会改善急诊科的沟通与团队协作
J Emerg Nurs. 2015 Nov;41(6):484-8. doi: 10.1016/j.jen.2015.05.017. Epub 2015 Jul 2.
4
SPIKES: a framework for breaking bad news to patients with cancer.SPIKES:向癌症患者传达坏消息的框架
Clin J Oncol Nurs. 2010 Aug;14(4):514-6. doi: 10.1188/10.CJON.514-516.
5
SBAR: a shared mental model for improving communication between clinicians.SBAR:一种用于改善临床医生之间沟通的共享心智模型。
Jt Comm J Qual Patient Saf. 2006 Mar;32(3):167-75. doi: 10.1016/s1553-7250(06)32022-3.
6
Physician-patient relationship and medication compliance: a primary care investigation.医患关系与药物依从性:一项初级保健调查。
Ann Fam Med. 2004 Sep-Oct;2(5):455-61. doi: 10.1370/afm.139.
7
An empirical study of decline in empathy in medical school.医学院校学生同理心下降的实证研究。
Med Educ. 2004 Sep;38(9):934-41. doi: 10.1111/j.1365-2929.2004.01911.x.
8
Patient and GP agreement on aspects of general practice care.患者与全科医生就全科医疗护理的各个方面达成的共识。
Fam Pract. 2002 Aug;19(4):339-43. doi: 10.1093/fampra/19.4.339.
9
SPIKES-A six-step protocol for delivering bad news: application to the patient with cancer.SPIKES——传达坏消息的六步协议:应用于癌症患者
Oncologist. 2000;5(4):302-11. doi: 10.1634/theoncologist.5-4-302.
10
Beyond breaking bad news: how to help patients who suffer.超越告知坏消息:如何帮助受苦的患者。
West J Med. 1999 Oct;171(4):260-3.

引流问答:患者咨询的综合方法。

DRAI²Ned Q and A: A Comprehensive Approach to Patient Counseling.

作者信息

Aluisio Gabrielle, Schultz Alison, Lindsey Tom

机构信息

Medicine, Edward Via College of Osteopathic Medicine (VCOM) - Carolinas, Spartanburg, USA.

Simulation and Technology, Edward Via College of Osteopathic Medicine (VCOM) - Carolinas, Spartanburg, USA.

出版信息

Cureus. 2025 Jul 23;17(7):e88587. doi: 10.7759/cureus.88587. eCollection 2025 Jul.

DOI:10.7759/cureus.88587
PMID:40861669
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12374592/
Abstract

Effective, patient-centered communication often declines over the course of medical training, particularly during standardized patient (SP) encounters. To address this gap, the DRAINed Q&A mnemonic was created to address the critical need for patient-centered communication in medical education, particularly during SP encounters. DRAINed Q&A systematically guides medical students through essential communication components, including diagnosis explanation, reasoning, patient knowledge assessment, shared decision-making, as well as addressing questions and creating a mutually-agreeable plan. It emphasizes empathy, patient education, and alignment of care plans, fostering collaboration and understanding. Unlike prior frameworks, it uniquely incorporates steps for clarifying misconceptions, addressing patient emotions, and gaining agreement on care plans. Although limitations like time constraints exist, DRAINed Q&A has the potential to enhance SP performance and real-world patient satisfaction. With further validation, it can become a vital component of medical curricula, equipping future physicians with essential communication skills.

摘要

有效的、以患者为中心的沟通在医学培训过程中往往会下降,尤其是在与标准化患者(SP)接触期间。为了弥补这一差距,创建了DRAINed Q&A助记法,以满足医学教育中对以患者为中心的沟通的迫切需求,特别是在与SP接触期间。DRAINed Q&A系统地指导医学生掌握基本的沟通要素,包括诊断解释、推理、患者知识评估、共同决策,以及回答问题和制定双方都同意的计划。它强调同理心、患者教育和护理计划的一致性,促进协作和理解。与先前的框架不同,它独特地纳入了澄清误解、处理患者情绪以及就护理计划达成一致的步骤。尽管存在时间限制等局限性,但DRAINed Q&A有潜力提高与SP接触时的表现以及现实世界中患者的满意度。经过进一步验证,它可以成为医学课程的重要组成部分,为未来的医生提供必要的沟通技能。