Preface. About the authors. List of contributors. Acknowledgments. Part one: overview. Introduction. The evolution of clinical method. Part two: the four components of the patient-centered clinical method. Introduction. The first component: exploring health, disease and the illness experience. 'I don't want to die': case illustrating component 1. 'I should write a letter to the editor!': case illustrating component. The second component: understanding the whole person. Part 1: individual and family. Trauma, tragedy, trust and triumph: case illustrating component 2. The second component: understanding the whole person. Part 2: context. Mary T: case illustrating component 2. 'Doctor, I need you to give me a test to check if I am a lesbian': case illustrating component 2. The third component: finding common ground. 'I'd sooner take my chances!': case illustrating component 3. The fourth component: enhancing the patient-clinician relationship. When we first saw eye to eye: case illustrating component 4. The flag for undefined pain: case illustrating component 4. Part 3: learning and teaching the patient-centered clinical method. Introduction. Becoming a physician: the human experience of medical education. A messenger: case illustrating becoming a physician. Learner-centered teaching. Being there: case illustrating being learner-centered. Challenges in learning and teaching the patient-centered clinical method. Teaching the patient-centered clinical method - practical tips. The case report as a teaching tool for patient-centered care. Margaret L: case illustrating a patient-centered case report. Part 4: the health care context and patient-centered care. Introduction. Team-centered approach: how to build and sustain a team. The team was the container for her story: case illustrating a team-centered approach. Health care costs and patient-centered care. Part 5: research on patient-centered care. Introduction. Using qualitative methodologies to illuminate patient-centered care. Evidence on the impact of patient-centered care. Measuring patient perceptions of patient-centeredness. Measuring patient-centeredness. Conclusions. References. Index.
Judith Belle Brown, PhD in Social Work from Smith College, Northampton, Massachusetts, is a Professor in the Centre for Studies in Family Medicine, the Department of Family Medicine, Schulich School of Medicine & Dentistry at Western University, and in the School of Social Work at King's University College, London, Ontario, Canada. Th omas R Freeman, BSc, MD, MClSc, CCFP, FCFP, is a medical graduate of Western University, London, Ontario, Canada, completing his residency training in Family Medicine at Dalhousie University, Halifax, Nova Scotia, Canada. Ian R McWhinney, OC, MD, FCFP, FRCP, is Professor Emeritus in the Department of Family Medicine at Western University, London, Ontario, Canada. Carol L McWilliam, MScN, EdD, is a Professor in the Arthur Labatt Family School of Nursing, Faculty of Health Sciences, at Western University, London, Ontario, Canada. Moira Stewart, PhD, is a Distinguished University Professor at the Centre for Studies in Family Medicine at Western University, London, Ontario, Canada, and the Dr Brian W Gilbert Canada Research Chair in Primary Health Care Research. W Wayne Weston, MD, CCFP, FCFP, is Professor Emeritus of Family Medicine at the Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada.