The stories they tell: How third year medical students portray patients, family members, physicians, and themselves in difficult encounters

References

• Airagnes G, Consoli SM, De Morlhon O, Galliot AM, Lemogne C, Jaury P. 2014. Appropriate training based on Balint groups can improve the empathic abilities of medical students: a preliminary study. J Psychosom Res. 76:426–429.
   PubMed Web of Science ®Google Scholar
• An PG, Rabatin JS, Manwell LB, Linzer M, Brown RL, Schwartz MD, MEMO Investigators. 2009. Burden of difficult encounters in primary care: data from the minimizing error, maximizing outcomes study. Arch Intern Med. 169:410–414.
   PubMed Web of Science ®Google Scholar
• Barnett DR, Bass PF III Griffith CH III, Caudill TS, Willson JF. 2004. Determinants of resident satisfaction with patients in their continuity clinic. J Gen Intern Med. 19:456–459.
   PubMed Web of Science ®Google Scholar
• Benbassat J.2014. Role modeling in medical education: the importance of a reflective imitation. Acad Med. 89:550–554.
   PubMed Web of Science ®Google Scholar
• Billings ME, Lazarus ME, Wenrich M, Curtis JR, Engelberg RA. 2011. The effect of the hidden curriculum on resident burnout and cynicism. J Grad Med Educ. 3:503–510.
   PubMedGoogle Scholar
• Charmaz K. 2006. Constructing grounded theory: a practical guide through qualitative analysis. Thousand Oaks (CA): Sage Publications.
   Google Scholar
• Charon R, Hermann N, Devlin MJ. 2015. Close reading and creative writing in clinical education: teaching attention, representation, and affiliation. Acad Med. 91:345-350
   Web of Science ®Google Scholar
• Corrigan C, Desnick L, Marshall S, Bentov N, Rosenblatt RA. 2011. What can we learn from first-year medical students' perceptions of pain in the primary care setting? Pain Med. 12:1216–1222.
   PubMed Web of Science ®Google Scholar
• Edgoose JYC, Regner CJ, Zakletskaia LI. 2014. Difficult patients: exploring the patient perspective. Fam Med. 46:335–339.
   PubMed Web of Science ®Google Scholar
• Epstein RM. 2002. Is communication a skill? Communication behaviors and being in relation. Fam Med. 34:319–324.
   PubMed Web of Science ®Google Scholar
• Fiester A. 2012. The “difficult” patient reconceived: an expanded moral mandate for clinical ethics. Am J Bioeth. 12:2–7.
   PubMed Web of Science ®Google Scholar
• Fischer MA, Haley HL, Saarinen CL, Chretien KC. 2011. Comparison of blogged and written reflections in two medicine clerkships. Med Educ. 45:166–175.
   PubMed Web of Science ®Google Scholar
• Fischer MA, Harrell HE, Haley HL, Cifu AS, Alper E, Johnson KM, Hatem D. 2008. Between two worlds: a multi-institutional qualitative analysis of students' reflections on joining the medical profession. J Gen Intern Med. 23:958–963.
   PubMed Web of Science ®Google Scholar
• Friese S. 2011. Qualitative data analysis with ATLAS.ti. Thousand Oaks (CA): Sage Publications. Available from http://web.stanford.edu/group/ssds/cgi-bin/drupal/files/Guides/1112_UsingATLASti.pdf
   Google Scholar
• Groves JE. 1978. Taking care of the hateful patient. N Engl J Med. 298:883–887.
   PubMed Web of Science ®Google Scholar
• Haas LJ, Leiser JP, Magill MK, Sanyer ON. 2005. Management of the difficult patient (Review). Am Fam Physician. 72:2063–2068.
   PubMed Web of Science ®Google Scholar
• Hahn SR, Kroenke K, Spitzer RL, Brody D, Williams JB, Linzer M, deGruy FV 3rd. 1996. The difficult patient: prevalence, psychopathology, and functional impairment. J Gen Intern Med. 11:1–8.
   PubMed Web of Science ®Google Scholar
• Hertel PT, Matthews A. 2011. Cognitive bias modification: past perspectives, current findings, and future applications. Perspect Psychol Sci. 6:521–536.
   PubMedGoogle Scholar
• Higashi RT, Tillack AA, Steinman M, Harper M, Johnston CB. 2012. Elder care as “frustrating” and “boring”: understanding the persistence of negative attitudes toward older patients among physicians-in-training. J Aging Stud. 26:476–483.
   PubMed Web of Science ®Google Scholar
• Higashi RT, Tillack A, Steinman MA, Johnston CB, Harper GM. 2013. The 'worthy' patient: rethinking the 'hidden curriculum' in medical education. Anthropol Med. 20:13–23.
   PubMed Web of Science ®Google Scholar
• Hill TE. 2010. How clinicians make (or avoid) moral judgments of patients: implications of the evidence for relationships and research. Philos Ethics Humanit Med. 5:1145.
   Google Scholar
• Hinchey SA, Jackson JL. 2011. A cohort study assessing difficult patient encounters in a walk-in primary care clinic, predictors and outcomes. J Gen Intern Med. 26:588–594.
   PubMed Web of Science ®Google Scholar
• Jackson JL, Kroenke K. 1999. Difficult patient encounters in the ambulatory clinic. Arch Intern Med. 159:1069–1075.
   PubMed Web of Science ®Google Scholar
• Karnieli-Miller O, Vu R, Holtman MC, Clyman SG, Inui TS. 2010. Medical students’ professionalism narratives: a window on the informal and hidden curriculum. Acad Med. 85:124–133.
   PubMed Web of Science ®Google Scholar
• Knesper DJ. 2007. My favorite tips for engaging the difficult patient on consultation-liaison psychiatry services. Psychiatr Clin North Am. 30:245–252.
   PubMed Web of Science ®Google Scholar
• Krupat E, Pelletier S, Alexander EK, Hirsh D, Ogur B, Schwartzstein R. 2009. Can changes in the principal clinical year prevent the erosion of students’ patient-centered beliefs? Acad Med. 84:582–586.
   PubMed Web of Science ®Google Scholar
• Lumma-Sellenthin A. 2009. Talking with patients and peers: medical students' difficulties with learning communication skills. Med Teach. 31:528–534.
   PubMed Web of Science ®Google Scholar
• Lundberg KL. 2014. What are internal medicine residents missing? A communication needs assessment of outpatient clinical encounters. Patient Educ Couns. 96:376–380.
   PubMed Web of Science ®Google Scholar
• Mas Garriga X, Navarro Gilo M, Vázquez Morocho J, Delso Gafarot C, Mahfouz Castejón T, Almeda Ortega J. 2009. “Difficult encounters” in primary care clinic: a patient and doctor perspective. Aten Primaria. 41:9–15.
   PubMed Web of Science ®Google Scholar
• May C, Allison G, Chapple A, Chew-Graham C, Dixon C, Gask L, Graham R, Rogers A, Roland M. 2004. Framing the doctor-patient relationship in chronic illness: a comparative study of general practitioners’ accounts. Social Health Illn. 26:135–158.
   PubMed Web of Science ®Google Scholar
• Mjaaland TA, Finset A, Jensen BF, Gulbrandsen P. 2011. Physicians’ responses to patients’ expressions of negative emotions in hospital consultations: a videotaped observational study. Patient Educ Couns. 84:332–337.
   PubMed Web of Science ®Google Scholar
• Nazar M, Kendall K, Day L, Nazar H. 2014. Decolonising medical curricula through diversity education: lessons from students. Med Teach. 37:385–393.
   PubMed Web of Science ®Google Scholar
• Nevalainen MK, Mantyranta T, Pitkala KH. 2010. Facing uncertainty as a medical student – a qualitative study of their reflective learning diaries and writings on specific themes during the first clinical year. Patient Educ Couns. 78:218–223.
   PubMed Web of Science ®Google Scholar
• O’Dowd TC. 1988. Five years of heartsink patients in general practice. BMJ. 297:528–530.
   PubMed Web of Science ®Google Scholar
• Park DB, Berkwitt AK, Tuuri RE, Russell S. 2014. The hateful physician: the role of affect bias in the care of the psychiatric patient in the ED. Am J Emerg Med. 32:483–485.
   PubMed Web of Science ®Google Scholar
• Pedersen R. 2010. Empathy development in medical education – a critical review. Med Teach. 32:593–600.
   PubMed Web of Science ®Google Scholar
• Perry G, Baier Manwell L, Williams ES, Laiteerapong N, Brown RL, Rabatin JS, Schwartz MD, Lally PJ, Linzer M, MEMO Investigators. 2013. Does a higher frequency of difficult patient encounters lead to lower quality care? J Fam Pract. 62:24–29.
   PubMed Web of Science ®Google Scholar
• Peters S, Young K, McCracken C. 2011. What do medical trainees think is so difficult about communicating with patients? Patient Educ Couns. 85:e150–154.
   Google Scholar
• Riess H. 2010. Empathy in medicine – a neurobiological perspective. JAMA. 304:1604–1605.
   PubMed Web of Science ®Google Scholar
• Reis S, Biderman A, Mitki R, Borkan JM. 2007. Secrets in primary care: a qualitative exploration and conceptual model. J Gen Intern Med. 22:1246–1253.
   PubMed Web of Science ®Google Scholar
• Rouse C. 2010. Patient and practitioner noncompliance: rationing, therapeutic uncertainty, and the missing conversation. Anthropol Med.17:187–200.
   PubMedGoogle Scholar
• Rucker L, Shapiro J. 2003. Becoming a physician: students' creative projects in a third-year IM clerkship. Acad Med. 78:391–397.
   PubMed Web of Science ®Google Scholar
• Schön D.1987. Educating the reflective practitioner. San Francisco, USA: Jossey-Bass.
   Google Scholar
• Shapiro J, Yu R, Kemp-White M. 2000. Conflicting doctor and patient agendas: a case illustration. JCOM. 7:41–46.
   Google Scholar
• Shaw I. 2004. Doctors, “dirty work” patients, and “revolving doors.” Qual Health Res. 14:1032–1045.
   PubMed Web of Science ®Google Scholar
• Shepperd J, Malone W, Sweeny K. 2008. Exploring causes of the self-serving bias. Soc Personal Psychol Compass. 2:895–908.
   Google Scholar
• Stern DT, Papadakis M. 2006. The developing physician – becoming a professional. N Engl J Med. 355:1794–1799.
   PubMed Web of Science ®Google Scholar
• Stratton TD, Saunders JA, Elam CL. 2008. Changes in medical students’ emotional intelligence: an exploratory study. Teach Learn Med. 20:279–284.
   PubMed Web of Science ®Google Scholar
• Strauss A, Corbin J, editors.1997. Grounded theory in practice. London: Sage Publications.
   Google Scholar
• Strous RD, Ulman AM, Kotler M. 2006. The hateful patient revisited: relevance for 21st century medicine. Eur J Intern Med. 17:387–393.
   PubMed Web of Science ®Google Scholar
• Svenberg K, Wahlqvist M, Mattsson B. 2007. “A memorable consultation”: writing reflective accounts articulates students' learning in general practice. Scand J Prim Health Care. 25:75–79.
   PubMed Web of Science ®Google Scholar
• Wald HS, Reis SP. 2010. Beyond the margins: reflective writing and development of reflective capacity in medical education. J Gen Intern Med. 25:746–749.
   PubMed Web of Science ®Google Scholar
• Warmington S. 2012. Practising engagement: infusing communication with empathy and compassion in medical students' clinical encounters. Health (London). 16:327–342.
   PubMed Web of Science ®Google Scholar
• Wasan AD, Wootton J, Jamison RN. 2005. Dealing with difficult patients in your pain practice. Reg Anesth Pain Med. 30:184–192.
   PubMed Web of Science ®Google Scholar
• Weingarten MA, Guttman N, Abramovitch H, Margalit RS, Roter D, Ziv A, Yaphe J, Borkan JM. 2010. An anatomy of conflicts in primary care encounters: a multi-method study. Fam Pract. 27:93–100.
   PubMed Web of Science ®Google Scholar