Students endorsed preventing and relieving suffering as goals of medicine and felt education about suffering was important BUT! is often unrecognized, unacknowledged and inadequately assessed and managed. WHY?

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For hundreds of years, before we had medications, or laparoscopic surgery, population health care metrics, or integrated behavioral medicine  practice paradigms, the primary role of the healer was to address the suffering of the patient. Lacking in advanced technology, the expectation that the suffering would be relieved was not assumed by either patient or healer. However, the acknowledgement of the suffering was one of the most powerful tools available to the healer. Deployment of this tool, the simple recognition of the human experience in another, was never wrong. This remains true today. Amanda Kost, MD, MEd,  READ MORE

Students endorsed preventing and relieving suffering as goals of medicine and felt medical school education about suffering was important. They believed that recognizing, understanding, and helping patents and caregivers manage suffering are important physician responsibilities. They observed that suffering in patients and caregivers is common but is often unrecognized, unacknowledged and inadequately assessed and managed. Thomas R. Egnew, EdD, LICSW,  READ MORE

Thomas_Egnew_Episode

Thomas, believes Educators should explicitly address patient suffering and create on going curricula with improved clinical teaching, faculty role modeling, and student evaluation.

Thomas Egnew, Behavioral Scientist Tacoma Family Medicine Coordinates behavioral science training, curriculum, and medical student placements in a 24-resident community-based, university affiliated family medicine residency program.

Contact Information: tegnew@multicare.org / LinkedIn

“If you can change the way people think. The way they see themselves. The way they see the world. You can change the way people live their lives. That’s the only lasting thing you can create.”  ― Chuck Palahniuk, Choke 

From different perspectives, including psychology, sociology, philosophy, neuroscience and biochemistry. What has emerged in the course of the years is that not only should health professionals learn technical skills, but they also should develop appropriate social skills to better interact and communicate with their patients. 

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Lawrence Laganelli Producer/Administrator  

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