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Faculty and medical students’ perceptions of teaching and learning about the doctor–patient relationship
Patient Education and Counselling, 09/18/09

Egnew TR et al. – Pre–clinical and clinical relationship skills curricula were not coordinated. The tension between service commitments and student teaching in hospital–based attachments contributed to an insufficient focus on communication and relationship skills acquisition and did not reinforce teaching in pre–clinical and ambulatory clinical settings. The teaching of doctor–patient relationship skills can be augmented by coordinating pre–clinical and clinical curricula and by requiring observation and structured feedback related to explicit criteria of student skills acquisition across all clinical learning experiences.

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