Patient-Centred Medicine in Transition (eBook)

Alan Bleakley is Professor of Medical Education and Medical Humanities at Plymouth University Peninsula School of Medicine, UK, recently formed from the dissolution of Peninsula Medical School, where he was Deputy Director of the Institute of Clinical Education, internationally recognized as a leading medical education academic and research centre. He initially studied zoology and physiology and biochemistry, but switched to psychology, where his interests in brain science soon faded to be replaced by a passion for a more arts and humanities based psychology. He trained as a psychotherapist, obtaining a DPhil from Sussex University, and practiced for over 25 years, also running qualifying courses in psychotherapy for the University of Exeter, and education in communication for GPs and other health practitioners. He also taught psychodynamic therapies on a doctoral qualifying course for clinical psychologists also at the University of Exeter. Alan came into medical education some years ago, where he has become a leading international figure, especially in the field of theory.             

ForewordIntroductionPart I: Communication in medicine: democracy and its discontentsChapter 1: Communication hypocompetence – an iatrogenic epidemicChapter 2: Democracy in medicineChapter 3: Patient-centeredness without a centerChapter 4: How doctors think can be judged from how they listen and speak Chapter 5: A new wave of patient-centerednessChapter 6: Models of patient-centered careChapter 7: What is meant by ‘empathy’?Chapter 8: Gender matters in medical education Part II: Deep theorizing in communication in medicine: relationships between team process and practitioner identityChapter 9: Working and learning in ‘teams’ in a new era of health careChapter 10: Theorizing team process through cultural-historical activity theory (CHAT): networking and knotworkingChapter 11: Theorizing team process through a Foucauldian perspective: gaining a voice in team activity at the clinical coalfaceChapter 12: Theorizing team process through actor-network-theory (ANT): communication practice as a theory in actionChapter 13: Theorizing team process through Deleuzean rhizomatics: becoming a medical professional in nomadic teamsChapter 14: Team process and complexity theory: blunting Occam’s RazorChapter 15: Building a collaborative community in medical education research Part III: A brief but provocative conclusionChapter 16: Conclusion: professing medical identities in the liquid world of teams BibliographyIndex