Learning to ConsultCRC Press, 08/10/2018 - 160 páginas Information is vital for healthcare professionals striving to keep their practice current and based on the best available evidence. The Internet is playing an increasingly crucial role in life long learning of health professionals and is becoming the most practical way to access publications on clinical guidelines systematic reviews and for updating users about the key aspects of health policy. This book covers the diversity and variable value of material available on the Internet and takes a fresh approach to coping with information overload. It illustrates how simple techniques such as making and using smart maps concept maps and mind maps can help clinicians keep up-to-date and how these methods can be applied to particular areas of healthcare. It provides numerous case studies in key areas including mental health child health primary care and care of the elderly. Mapping Health on the Internet is essential reading for all healthcare professionals and will assist in their learning and continuing professional development. |
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... question NAD modified essay question NCRS no abnormality detected NHS Service NICE Service NLP National Institute for Health and Clinical Excellence NPfiT neuro-linguistic programming NSF National Programme for IT od National Service ...
... question NAD modified essay question NCRS no abnormality detected NHS Service NICE Service NLP National Institute for Health and Clinical Excellence NPfiT neuro-linguistic programming NSF National Programme for IT od National Service ...
Página 5
... questions, the tells him or her the pieces of very quickly. Questions can be divided into two categories: closed and open. A closed question is one that can be answered by yes or no. It usually starts with a verb. Examples are: you your ...
... questions, the tells him or her the pieces of very quickly. Questions can be divided into two categories: closed and open. A closed question is one that can be answered by yes or no. It usually starts with a verb. Examples are: you your ...
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... questions not come first, but rather come in the guise of ideas that they would like to confirm or deny. It is therefore quite difficult to stop oneself from using closed questions at first. Experienced doctors often don't ask direct ...
... questions not come first, but rather come in the guise of ideas that they would like to confirm or deny. It is therefore quite difficult to stop oneself from using closed questions at first. Experienced doctors often don't ask direct ...
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... questions. The way to respond to a cue is to refer back to the word that you didn't understand, and ask about it. For example: Tve got this sore everyone's been recently, with the everything I thought better get it out.' 'You ...
... questions. The way to respond to a cue is to refer back to the word that you didn't understand, and ask about it. For example: Tve got this sore everyone's been recently, with the everything I thought better get it out.' 'You ...
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... gathered but it is actively interpreted by paying close attention to the patient's language and its context. Cognitive processes both generate possible diagnoses and evaluate them through specific questions and Chapter 2: History taking.
... gathered but it is actively interpreted by paying close attention to the patient's language and its context. Cognitive processes both generate possible diagnoses and evaluate them through specific questions and Chapter 2: History taking.
Índice
1 | |
10 | |
The importance of the doctorpatient relationship | 30 |
Physical examination | 43 |
Problem solving and the diagnostic process | 56 |
Patient management | 77 |
Opportunisticpreventive care and health promotion | 95 |
Record keeping and referrals | 107 |
Advanced communication skills | 133 |
Bioethics and values in medicine | 164 |
Consultation models | 178 |
Aids to learning | 216 |
CPD lifelong learning and preparing for examinations | 243 |
Prescribing for common conditions | 256 |
Back Cover | 274 |
Writing a prescription | 124 |
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Palavras e frases frequentes
able allow approach appropriate areas assessment become behaviour blood body cause chapter clinical communication competence complex concerns consider consultation continue course decision defined diagnosis difficult discussed disease doctor drug effective ethics examination example expectations experience explain factors feel further give given healthcare hospital ideas identify illness important improve increase individual interest involved issues Journal knowledge learning letters listening look means medicine method observation pain particular patient patient-centred performance person physical positive possible potential Practical point practitioners prescribing prescription present pressure problem professional promotion questions reason record referred relation relationship responsibility result role shared situation skills social story successful suggested symptoms teaching things treatment understanding University writing written