3.1 The patient-practitioner relationship

3.1.1 Practitioner interpersonal skills.

• non-verbal communications with a focus on practitioner clothing, including a study, e.g. McKinstry and Wang (1991).
• verbal communications with a focus on understanding medical terminology, including a study, e.g. McKinlay (1975).
• Relevant issues and debates and methodology for this topic include: idiographic versus nomothetic, experiments, questionnaires, quantitative data, generalisations.

This matters because —practitioner interpersonal skills determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —practitioner interpersonal skills to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Practitioner interpersonal skills is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.1.2 Practitioner diagnosis and style.

• practitioner diagnosis focusing on making a diagnosis (disclosure of information, false positive and false negative diagnosis) and presenting a diagnosis.
• practitioner style: doctor-centred (directed) and patient-centred (sharing) consultation (exemplified by the following key study).
• Key study for the effect of practitioner style on patient satisfaction: Savage and Armstrong (1990).
• Relevant issues and debates and methodology for this topic include: application to everyday life, individual and situational explanations, cultural differences, determinism versus free-will, validity.

This matters because —practitioner diagnosis and style determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —practitioner diagnosis and style to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Practitioner diagnosis and style is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

3.1.3 Misusing health services.

• delay in seeking treatment:.
• reasons for delay, including a study, e.g. Safer et al. (1979).
• alternative explanations for delay, e.g. the health belief model.
• Munchausen syndrome versus malingering. Diagnostic features of Munchausen (essential and supporting features), including a study, e.g. Aleem and Ajarim (1995).

This matters because —misusing health services determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —misusing health services to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Misusing health services is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.