Development of the List of Core Skill and Knowledge in Clinical Practice of Neuropsychiatry.
- Author:
Chang Hwan HAN
1
Author Information
1. Department of Neuropsychiatry, Hallym University College of Medicine, Kang-Dong Sacred Heart Hospital, Seoul, Korea. hanch@hallym.ac.kr
- Publication Type:Original Article
- Keywords:
Core skill list;
Core knowledge list
- MeSH:
Behavioral Sciences;
Brain;
Child;
Consultants;
Cranial Nerves;
Diagnosis;
Electrocardiography;
Electroencephalography;
Empathy;
Hand;
Humans;
Magnetic Resonance Imaging;
Neuropsychiatry*;
Parents;
Shoes;
Suicide
- From:Journal of Korean Neuropsychiatric Association
2005;44(1):13-19
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
The purpose of this study is to develop the list of core skill and knowledge in clinical practice of neuropsychiatry. The author consider some aspects in preparing for developing the list of core skill and knowledge of neuropsychiatry. The author examined the status of the clinical practice in universities briefly, and we presented some practical problems about the extent of clinical practice of neuropsychiatry, the goals and principles of developing the target of study, the target of clinical practice of neuropsychiatry, and some examples of skill and knowledge and attitude by referencing 'Korean Journal of Medical Education', 'Workshop reports in Korean Neurosychiatric Association' and 'OSCEs in psychiatry'. We pointed out the problem that whether behavioral science, diagnosis, 'patients, doctor and society' (PDS), and communication were included in clinical practice of neuropsychiatry or in other subjects and emphasized. We could discuss about 60 OSCE lists in Psychiatric department of University of Cambrige including examining cranial nerve, fundoscopy, interpreting ECG, calling the on-call consultant, requesting an EEG, discussing an MRI brain scan report, assessing suicide risk, and assessing testamentary capacity. In the examples of attitude and skill, the process of establishing rapport and giving empathy is as follow. If the students are well aware and carrying out the process, they will be respectable medical doctors. 1) Establish a rapport with the patient : Greet the patient by name, shake the patient's hand and smile. Introduce yourself warmly. Be courteous. make the patient comfortable and at ease. Explain the purpose of the contact. Ask permission to take a history or to do an examination. Thank the patients for co-operating. 2) Empathy : Remember that the patient is as human as you are. If you believe that the patient is as important as you are, you are mistaken. The patient is more important than you are. Your career depends on how well you can get on with patients and make them feel good about you. for their medical care, you are just one of the many choices. Hence, be sensitive and show warmth, empathy, concern and consideration for the patient.'s feelings. Try to see how you would have felt if you were in the patient's shoes. Convey your understanding and acceptance of the patient's situation. Explain them. Respect the patient's dignity. Do not ignore questions from the patient. Ask permission to speak to partner, children or parents if indicated. We anticipated that fine lists were developed by active progression of developing lists of skill and knowledge after our investigation.
