One of the items on our checklist of things to practice during this rotation is consulting with family members. This has been particularly interesting as it is something that healthcare providers do very often, but not something we think an awful lot about. We, of course, learn "people skills" as part of our training (as much as "people skills" can be taught) but it is not something that we study in depth like we would cardiology or acid-base disorders. But I have to say that this rotation has been particularly rewarding because talking to the families has been both valuable and enjoyable now that I'm focusing on it a little.
I have found that the best rule of thumb about this topic is that we as providers simply need to listen. We are taught that we need to listen from day one. We need to listen to the patient because if we do, they will likely tell us the diagnosis. The same applies to listening to the patient's family. You will learn how to make them happy and take care of their concerns if you just listen. This takes a couple of different forms - of course, we need to listen with our ears to what they say. Answer their questions thoroughly, without guessing, and with complete honesty. Additionally, we can listen with our eyes - something like 90% of communication comes via non-verbal means. This applies to patient's families as well. Many times, patients will be reticent to express concern or discomfort with the situation verbally, so they will do it by fidgeting or having a constricted affect or something along these lines. Providers can pick up on this via observation of the family and we can head off future problems by addressing their comfort level (or lack of comfort) early even before they have had to say anything about it.
I have had the pleasure of dealing with many family members over the past three weeks. I have earned their trust, answered their questions, and put them at ease about their ill loved ones. I have listened to them and it has been great. So, my advice to other students, learn to listen.
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