Cliff Coleman, Samantha Birk, Katie Stowers, Christine Mullowney, Marie Chisholm-Burns
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引用次数: 0
Abstract
Health care professionals (HCPs) use specialized language to communicate with each other. Health professions curricula teach HCPs clear communication skills to use with patients, however, such best practices are under-utilized in clinical practice. The authors hypothesized that the hidden curriculum is largely responsible for this observation, and conducted a narrative literature review, which explores: a) how HCPs learn the specialized language of their field, b) the relationship of this language to professional identity formation, c) the role of the hidden curriculum in undermining clear communication education and practices, d) the inequities in care that result from unnecessarily complex health communication for communities with lower health literacy, and e) a system-oriented "universal precautions" approach to reforming communication training for HCPs.
期刊介绍：
Social Science & Medicine provides an international and interdisciplinary forum for the dissemination of social science research on health. We publish original research articles (both empirical and theoretical), reviews, position papers and commentaries on health issues, to inform current research, policy and practice in all areas of common interest to social scientists, health practitioners, and policy makers. The journal publishes material relevant to any aspect of health from a wide range of social science disciplines (anthropology, economics, epidemiology, geography, policy, psychology, and sociology), and material relevant to the social sciences from any of the professions concerned with physical and mental health, health care, clinical practice, and health policy and organization. We encourage material which is of general interest to an international readership.
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