Wedding / Stuber Behavior and Medicine

6th Auflage 2020
ISBN: 978-1-61676-560-6
Verlag: Hogrefe Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 354 Seiten

A uniquely “human” textbook to prepare students for behavioral sciences examinations – comprehensive, up-to-date, with a clinical emphasis, and illustrated with artwork, quotations, and poetry.
The latest edition of this popular textbook on the behavioral and social sciences in medicine has been fully revised and updated to meet the latest teaching recommendations by the National Academy of Medicine (NAM). It is an invaluable resource for behavioral science foundation courses and exam preparation in the
fields of medicine and health, including the USMLE Step 1. Its 23 chapters are divided into five core sections: mind–body interactions in health and disease, patient behavior, the physician’s role, physician–patient interactions, and social and cultural issues in health care

Under the careful guidance and editing of Danny Wedding, PhD, Distinguished Consulting Faculty Member, Saybrook University, Oakland, CA, and Margaret L. Stuber, MD, Professor of Psychiatry and Biobehavioral Sciences at UCLA, nearly 40 leading educators from major medical faculties have contributed to produce this welldesigned textbook.
The following unique features of Behavior and Medicine make it one of the most popular textbooks for teaching behavioral sciences:

• Based on the core topics recommended by the NAM
• Numerous case examples, tables, charts, and boxes for quick access to information
• Resources for students and instructors, including USMLEstyle review Q & As
• Specific “Tips for the Step” in each chapter guide learning

• The use of works of art, poetry, and aphorisms “humanize” the material
• Comprehensive, trustworthy, and up-to-date
• Competitive price

Zielgruppe

Teachers and students of behavioral sciences and psychology for physicians and other health professionals

Autoren/Hrsg.

Wedding, Danny

Stuber, Margaret L.

Fachgebiete

• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Vorklinische Medizin: Grundlagenfächer
• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Medizin, Gesundheitswesen Medizinische Soziologie & Psychologie
• Sozialwissenschaften Psychologie Psychologische Disziplinen Gesundheitspsychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Biologische Psychologie, Neuropsychologie

Inhaltsverzeichnis

1;Table of Contents, Foreword and Preface;14
2;1 Brain, Mind, and Behavior;18
3;2 Memory, Emotion, and Mirror Neurons;34
4;3 Families, Relationships, and Health;46
5;4 Birth, Childhood, and Adolescence;54
6;5 Early Adulthood and the Middle Years;70
7;6 Old Age;82
8;7 Death, Dying, and Palliative Care;100
9;8 Chronic Pain;112
10;9 Stress and Illness;126
11;10 Addictive Disorders;140
12;11 Psychodynamic Approaches to Human Behavior;152
13;12 Facilitating Health Behavior Change Using Motivational Interviewing;166
14;13 Human Sexuality;178
15;14 Medical Student and Physician Well-Being;190
16;15 Medical Ethics;200
17;16 Communicating With Patients;214
18;17 Diagnostic Reasoning;238
19;18 Patient Assessment;248
20;19 Managing Difficult Patient Encounters;262
21;20 The Humanities and the Practice of Medicine;276
22;21 Culturally Competent Health Care;288
23;22 Complementary and Integrative Health;302
24;23 Health Equity: Addressing the Social Determinants of Health;314
25;Appendices;330
25.1;How Doctors Die;332
25.2;USMLE-Type Questions;335
25.3;Answers to USMLE-Type Questions;347
26;Index;356

Leseproben

20 The Humanities and the Practice of Medicine

Steven C. Schlozman

The humanities, which center on well-wrought narratives, can remind medicine what a depth of plight illness is, but also that this plight allows for joy . . . Medical workers – physicians, nurses, technicians, and administrators – need to be reminded that they are playing parts in the drama of the ill person’s plight, and that how they play their parts shapes this drama just as consequentially as the disease – the cellular pathology – shapes it. The humanities can remind ill people that their private trouble is also a public plight, thus giving suffering a sense of consequence and scope. The universal message of well-wrought narratives of illness is that to be sick is not to be sequestered from life; instead, illness is privileged in the fullness of its participation in life–although most people have to be sick to realize that.
ARTHUR W. FRANK

Since very ancient times, the practice of medicine has been equated with the study of the human condition. Classical mythology quite deliberately equated the exploration of artistic expression with the art of healing. Apollo himself was the god of music, poetry, and medicine. In this sense, medical practice has often been associated with the study of the humanities in general, and for many years physicians were as educated in classical studies as they were in diagnosis, prognosis, and therapeutics.

However, while many medical educators persist in pointing out the robust connections between an appreciation of the humanities and one’s prowess as a healer, increasingly critical appraisals are emerging that suggest that medical curricula and, thus, current medical students, ignore the humanities, much to their detriment as well as to that of their patients. Often, the growing body of knowledge that one must master to become a modern physician, coupled with the need for increasing one’s technological expertise, can lead to a de-emphasis of the appreciation for everything that careful attention to art and literature might contribute to the overall performance of contemporary doctors. As one astute medical student has written, “students learn to treat patients as they might treat an experimental mouse. Idealistic notions of altruism, honesty, and integrity that attracted many to the calling of medicine are mentioned in the white coat ceremony, talked about by deans, and actively discouraged through the acculturation process.” One might argue that we are currently at the crossroads of medical reductionism as it competes with the more broadly shaped goals of the study of the humanities as a means for educating better physicians.

Such claims, however, demand careful definitions. If one is prepared to argue that the study of humanities both informs and contributes to the effectiveness of physicians, one must first be clear about what the term humanities encompasses. Consulting current medical and nonmedical literature does not offer clear solutions to this initial inquiry. Humanities can be loosely defined as the study of literary, philosophical, and artistic expressions of the so-called “human condition.” In this sense, literature, art, music, and even popular culture fall into this broad category. “Medical Humanities,” on the other hand, is a relatively recent term, reportedly first coined in 1976 by an Australian surgeon who hoped to enhance his students’ appreciation for their surgical experiences by assigning relevant literary works as part of the surgical curriculum. Alternatively, the term humanities in some medical schools has been narrowly conceptualized to encompass only those aspects of the curriculum involving the study of ethics and professionalism. Clearly, any attempt at improving the integration of humanities into medical teaching and practice demands that one carefully wade through these various definitions and arrive at some consensus about what is most useful to our patients and to ourselves.