Table 3 Categories and sub-categories of the humanistic behavior of clinical professors
Open code | Category | Theme |
|---|---|---|
Behaving respectfully with patients Respecting patients’ boundaries and using media for explaining some of the subjects and to avoid repeated examinations by the students. Respecting and gaining the trust of patients Assisting patients when needed for winning their trust Introducing students as part of the healthcare team and the link between patients and doctors Introducing students to patients as facilitators of the treatment process Introducing students and explaining the educational nature of the round Not regarding patients as educational and research content Holding short rounds in order not to tire the patients out Appreciating patients for accepting the role of an educational case Paying attention to patients’ human dignity in grand rounds Behaving humanely with patients Behaving amicably with patients Viewing the patients as having the same status as the doctor and providing convincing explanations a Paying attention to humanism and respecting human dignity in dealing with patients and education Introducing students and asking the patients to cooperate with them Behaving affably with patients and following-up for their main complaint | Paying attention to human dignity of patients | humanistic behavior of professors in clinical education |
Seeking the permission of patients for performing physical examination by students Explaining the educational nature of the clinic to patients Asking for patients’ consent and behaving respectfully with them Examination by few students in order to respect the patients’ rights and not giving them the wrong idea Asking patients’ permission for any medical intervention Paying attention to patient autonomy and rights in the educational session Visiting patients when they are alone, and respecting their privacy Keeping patients’ secrets Respecting patients’ individual rights and asking for their permission for taking pictures with them. Professors performing the examination and history taking if the patients do not consent to being examined by students Introducing oneself, explaining the educational nature of the visit, and asking the patients’ permission Holding discussions inside each cabin for respecting the confidentiality of patient information Explaining treatment priorities for critically ill patients after performing medical interventions Holding discussions inside each patient’s cabin for respecting their privacy Holding discussions in the presence of patients only if their health allows it and they consent to it Holding discussions with students outside the ward in case of patients’ lack of consent or poor psychological condition Confidentiality, respecting privacy, self-control, and management of self-conflicts Involving patients in decision-making on the types of treatment and medical interventions Directing students’ attention to patients’ family and conditions when teaching | Respecting patient rights | |
Not leaving patients alone if a problem arises Accepting one’s mistakes in case of complications arising for patients Accepting patients with complications Creating a sense of compassion and providing as many services to patients as possible Establishing primary communication with patients and gaining their trust Establishing a friendly relationship with hopeless and sad patients Helping patients if their entourage is not available Calling patients by their name and greeting them in their ethnic language for securing their trust | Creating a sense of empathy with patients | |
Not holding long discussions with clinical terms in the presence of patients in order not to make them anxious Teaching students while taking the patient’s presence into consideration Regarding patients and their concerns important during educational rounds Paying attention to the patient’s stress during educational rounds Giving information to patients on the steps of treatment and the measures taken Holding discussions outside the patient’s room in order to respect their anxiety and concerns Speaking to patients in their own language when explaining their disease to them Raising patients’ awareness of invasive measures in order to reduce their anxiety Using academic terminology for preventing anxiety and stress in patients Informing patients of their health status and length of hospital stay based on the preliminary diagnosis Introducing the doctor in charge and ensuring the patients that the doctor has undertaken the responsibility for their treatment Ensuring patients of their status and recovery Explaining the status of the disease to patients or their entourage Explaining the reason for examination by another specialist in order to reduce patients’ anxiety | Not making patients anxious | |
Follow-up in order to expedite patients’ treatment Prioritizing treatment over education due to ethical considerations Prioritizing treatment over education in the case of emergency and critically ill patients Ensuring patients of the follow-up for their problems Inculcating the priority of treatment over education in students Ensuring patients by repeated examinations in order to help their treatment Making the patients feel the priority of treatment Making the patients feel that they benefit from clinical education Establishing relationships with patients and ensuring the follow-up for their issues | Inculcating the priority of treatment over education |