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首页> 外文期刊>Academic Medicine: Journal of the Association of American Medical Colleges >Teaching and learning moments: Teaching both illness and disease
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Teaching and learning moments: Teaching both illness and disease

机译:教学时刻:既讲疾病又讲疾病

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摘要

Last spring, I crossed a podium, accepted a diploma, and recited an ancient oath to start my journey as a medical doctor. While it is an exciting time to be a physician, a widespread mood of frustration is palpable from providers and patients alike. Much of this disaffection stems from a deterioration of the patient-doctor relationship. Explanations for this change include overspecialization, insurance mismanagement, and escalating administrative obligations. Additional blame has been placed on de-emphasizing primary care during medical school and residency followed by comparatively poor reimbursement afterwards. However, this discordance affects specialists too. A young intensive care attending remarked to me that although medical school and residency provided him with sophisticated clinical expertise, the vast majority of his time is spent counseling families and allocating resources, skills that were not addressed in his training.
机译:去年春天,我越过领奖台,获得了文凭,并背起了古老的誓言,开始了我作为医生的旅程。虽然成为一名医生令人振奋,但医疗服务提供者和患者都感到普遍的沮丧情绪。这种不满很大程度上是由于患者与医生之间关系的恶化。此更改的原因包括专业化过度,保险管理不善和行政义务升级。医务学校和居民居住期间不再重视初级保健,其后的报销则相对欠佳。但是,这种不一致也会影响专家。一位年轻的重症监护病房对我说,尽管医学院和住院医师为他提供了丰富的临床专业知识,但他的绝大部分时间都花在了辅导家庭和分配资源,技能等方面,这些都是他的培训所没有解决的。

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