Shake It Off: Emotional Keys for a Successful Performance in the Clinical Environment

Shake It Off: Emotional Keys for a Successful Performance in the Clinical Environment

América Daniela Valero Rodríguez, Jessica López Espinosa, Amairany Vega Bravo, Gabriela Vázquez-Armenta, Mildred Lopez
DOI: 10.4018/978-1-6684-6756-5.ch009
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Medical students' training must be comprehensive, encompassing the acquisition of theoretical knowledge as well as the development of interpersonal and social skills, in order to provide quality medical care. It is essential for future healthcare professionals to communicate effectively and empathetically with patients and their families, in addition to gaining competencies for teamwork with the diverse stakeholders within the healthcare system, with the aim of ensuring successful performance in the clinical environment. Various institutions have established the core competencies for medical care, and while they agree on the importance of knowledge, systemic thinking, and procedural skills, they differ in incorporating emotional intelligence, professionalism, and humanism. Medical education is a field that is constantly evolving and must adapt to the demands of the healthcare system and community contexts, addressing social issues of discrimination and caring for the mental health of healthcare workers, with the goal of providing quality medical care to all patients.
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In addition to theoretical knowledge in medical practice, the role of the physician includes accompanying their patients and families, as well as interacting with the stakeholders in the healthcare system. They must conduct themselves with professionalism and humanism that contribute to the proper care of the patient as a biopsychosocial being. Clinical practices, in addition to integrating knowledge, focus on the social aspects of the healthcare environment. Students are introduced to the clinical environment in a structured manner, providing opportunities to enhance communication, diagnostic, management skills, as well as interpersonal skills (Burgess, 2020).

In the hospital setting, there are different moments of patient care, which involve interactions among various stakeholders, including medical care provided by undergraduate interns, residents, and attending physicians, as well as care provided by specialized professionals in nursing, nutrition, among others (Yonek, 2020). Although all those involved in hospital care have different responsibilities, they share the common goal of providing quality care and proper treatment to the patient. Table 1 highlights the crucial moments in patient care and emphasizes the necessary emotional keys for each of them.

Table 1.
Moments in patient care and emotional keys involved
Moments in Patient CareDefinitionEmotional Keys
Population-based careSystematic efforts by a health care system to identify all of its patients with a particular disease, provide appropriate treatment, and track outcomes.     ● Commitment. Patients feel appreciated and valued.
     ● Trust. Implement systematic efforts to strengthen patients' trust in the healthcare system.
     ● Optimism. Efforts are made to effectively improve the patient's health.
Measurement-based careUse of validated tools to identify patients     ● Empathy. Healthcare professionals engage in patient care.
     ● Recognition. Recognizing the patient's specific situation.
     ● Open communication aligned with the patient's needs.
Team-based careInterprofessional patient care.     ● Trust. Trust in the care provided by other healthcare professionals.
     ● Effective communication among healthcare professionals. Agreeing that the goal is to provide quality patient care.
Long-term patient careMedical attention and continuous follow-up over an extended period of time.     ● Empathy. Emotional and psychological support.
     ● Continuous follow-up.Updating the patient's health status.
     ● Trust. Having confidence in the patient.

Key Terms in this Chapter

Quality Patient Care: Medical care that meets quality and safety criteria, based on scientific evidence and principles of bioethics, centered around the patient's needs.

Educational Innovation: Implementing ideas into teaching and learning methods, according to the current needs of academic training.

Clinical Training: Learning during clinical rotations, involving teaching within the context of patient care.

Clinical Environment: The setting in which student education takes place during their clinical rotations, involving direct patient care.

Interpersonal Skills: Skills of interaction and effective communication with others, facilitating collaboration with patients and colleagues.

Emotional Intelligence: The ability to understand and manage one's own emotions and effectively handle interpersonal relationships.

Clinical Reasoning: Analyzing information for its relevance to reach a diagnosis and treatment for the patient, as well as making management decisions.

Competencies: Skills, knowledge, and aptitudes that students acquire and develop throughout their academic training.

Peer Mentorship: A peer-based learning method in which a more knowledgeable student provides guidance to another student in a lower academic year.

Systemic Thinking: Analyzing situations based on factors influencing the patient's health status from a biopsychosocial perspective.

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