This paper is designed to describe the educational programs that are used to make physicians with humanistic behaviour. These physicians are experts and professionals in collaborating with patients and are specifically devoted to specialized work. Some learning programs were introduced to address these requirements in students of medical and young faculty members of age 22. The key features of the learning programs that inclined the learner’s skills, values, attitudes and behavior effectively include the following factors. Longitudinal learning in minor groups, creating a helpful group process, the noticeable presence of reflective learning and experiential learning of skills. This research is applied only to medical students and staff, including faculty; the basic goal of this research is to find how reflective learning and practice can help in creating a humanistic physician, the physician who is skilled enough to deal with patients by only sticking to the point and discussing only professional work. The way of communication has a huge impact on the response of the person. If the physician is gentle and pleasing, the patient will ultimately feel comfortable and expressive. The patient needs to be treated verbally more than any other treatment, so if the patient is expressive, half of the illness is already gone. This will certainly increase the satisfaction level of a patient.
Critical Evaluation
The findings of this research concluded that this research requires large funding and even a large ability to apply it on a large randomized and institutional trial is limited for educational research. Several trials were conducted in order to understand the impact of reflective learning on communication. Some trials were conducted on a large randomized scale, while some were on a small randomized scale. A small randomized trial resulted in a positive impact on the communication skills of Harvard medical students. Another randomized trial was conducted at other institutions, which also showed a positive impact on communication skills, which further led to more patient satisfaction. So, in short, all the trials showed positive results on different institutions. Results were in favour of a positive impact on communication skills, which proved reflective learning enhances the communication skills among the medical students and faculty, which further increased patient satisfaction level. The more communication skills were improved, the more it was noticed that patients felt satisfied and happy. When reflective learning was applied to the medical students, good outcomes were noticed and suggested that the learning process was transformative. In the case of faculty members, a questionnaire was designed, and data from five schools were collected. The results were quite often that a change in the attitude and development of humanistic qualities were noticed.
Practical Application
Practical applications of reflective learning are medical students and young faculty members. The aim is to produce humanistic professionals and people with humanistic behaviour to deal with patients to ensure patient satisfaction and to provide the best quality services. Practically, this reflective learning approach can be applied to all medical institutions and colleges; if the students are well educated about humanistic behaviour, only then can they perform well with patients. The physicians are required to have such an attitude that is pleasing and satisfying to the patient; only this way will the patient share their best responses. Moreover, medical colleges and hospitals can also be educated with reflective learning; the need for humanistic physicians is at its peak at the moment, so one should educate such skills and values the institutions and colleges in order to improve the communication skills of the students and faculty. Communication skills put a deep impact on the person, if the way of communication is gentle and pleasing, the feedback of the patient about the physician would be positive hence more satisfied.
References
Mullen, P.D., Simons-Morton, D.G., Ramı́rez, G., Frankowski, R.F., Green, L.W. and Mains, D.A., 1997. A meta-analysis of trials evaluating patient education and counselling for three groups of preventive health behaviours. Patient education and counseling, 32(3), pp.157-173.
