Tumor, Node, Metastasis: The Hidden Hierarchy.

IF 1.3 4区 医学 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Aravind Sreeram
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引用次数: 0

Abstract

Patients and clinicians often approach cancer information through different hierarchies. In clinic, I watched a family latch onto a single reassuring label in their patient's TNM staging while skimming past qualifiers that carried greater implications for risk and management. This piece reflects on how such imbalances arise, and what trainees can do in the moment to keep explanations aligned with clinical meaning. I go on to describe three practical habits to mitigate these disparities: (1) present key elements together, so no single "good" term becomes the headline; (2) choose one consistent plain-language frame rather than stacking multiple analogies or complexities that may occlude the main message; and (3) close the loop by reporting the patient's understanding to the care team so there is continuity in the message we deliver. These are acts of translation, not reinterpretation: they preserve the attending's authority while clarifying risk, uncertainty, and intent. Practiced deliberately, they help learners build a durable communication reflex that tempers optimism with context and supports shared decision-making across oncology clinics.

肿瘤、淋巴结、转移:隐藏的层级。
患者和临床医生通常通过不同的层次来获取癌症信息。在诊所里,我看到一个家庭在他们的病人的TNM分期中抓住一个让人放心的标签,而忽略了过去那些对风险和管理有更大影响的限定因素。这篇文章反映了这种不平衡是如何产生的,以及受训者在当下可以做些什么来保持解释与临床意义一致。接下来,我将描述三个可以缓解这些差异的实用习惯:(1)将关键元素放在一起,这样就不会有单一的“好”术语成为标题;(2)选择一个一致的简单语言框架,而不是堆叠多个类比或复杂性,可能会掩盖主要信息;(3)通过向护理团队报告患者的理解来实现闭环,这样我们传递的信息就有了连续性。这些都是翻译的行为,而不是重新解释:它们在澄清风险、不确定性和意图的同时保留了主治医师的权威。刻意练习,它们帮助学习者建立持久的沟通反射,在环境中调节乐观情绪,并支持肿瘤诊所的共同决策。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Cancer Education
Journal of Cancer Education 医学-医学:信息
CiteScore
3.40
自引率
6.20%
发文量
122
审稿时长
4-8 weeks
期刊介绍: The Journal of Cancer Education, the official journal of the American Association for Cancer Education (AACE) and the European Association for Cancer Education (EACE), is an international, quarterly journal dedicated to the publication of original contributions dealing with the varied aspects of cancer education for physicians, dentists, nurses, students, social workers and other allied health professionals, patients, the general public, and anyone interested in effective education about cancer related issues. Articles featured include reports of original results of educational research, as well as discussions of current problems and techniques in cancer education. Manuscripts are welcome on such subjects as educational methods, instruments, and program evaluation. Suitable topics include teaching of basic science aspects of cancer; the assessment of attitudes toward cancer patient management; the teaching of diagnostic skills relevant to cancer; the evaluation of undergraduate, postgraduate, or continuing education programs; and articles about all aspects of cancer education from prevention to palliative care. We encourage contributions to a special column called Reflections; these articles should relate to the human aspects of dealing with cancer, cancer patients, and their families and finding meaning and support in these efforts. Letters to the Editor (600 words or less) dealing with published articles or matters of current interest are also invited. Also featured are commentary; book and media reviews; and announcements of educational programs, fellowships, and grants. Articles should be limited to no more than ten double-spaced typed pages, and there should be no more than three tables or figures and 25 references. We also encourage brief reports of five typewritten pages or less, with no more than one figure or table and 15 references.
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