By Lynn S. Bickley, Robert A. Hoekelman, Barbara Bates
Univ. of Rochester, new york. Textbook, for scientific and nursing scholars, to the actual examination and background taking. earlier version, c1995, was once at the Brandon/Hill clinical record and entitled: A consultant to actual exam and heritage Taking. Chapters are thumb-tabbed. DNLM: actual Examination--methods.
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Extra resources for Bates' Guide to Physical Examination & History Taking
I know very little about Ghana. ” Or, with the second patient and with much more difﬁculty, “I mistakenly made assumptions about you that are not right. I apologize. ” Learning about speciﬁc cultures is still valuable because it broadens what you, as a clinician, identify as areas you need to explore. Do some reading about the life experiences of individuals in ethnic or racial groups in your region. Go to movies that are made in different countries or explicitly present the perspective of different groups.
At times, silence may be the patient’s response to how you are asking questions. Are you asking too many direct questions in rapid sequence? Have you offended the patient in any way, for example, by signs of disapproval or criticism? Have you failed to recognize an overwhelming symptom such as pain, nausea, or dyspnea? If so, you may need to ask the patient directly, “You seem very quiet. ” Finally, some patients are naturally laconic. Be accepting and try asking the patient for suggestions about other sources to help you gather more information.
Learning about speciﬁc cultures is still valuable because it broadens what you, as a clinician, identify as areas you need to explore. Do some reading about the life experiences of individuals in ethnic or racial groups in your region. Go to movies that are made in different countries or explicitly present the perspective of different groups. Learn about the concerns of different consumer groups with visible health agendas. Seek out and establish collegial relationships with healers of different disciplines.