P a g e | 43 APPENDIX 1 – FILM SCRIPT ACT 3: NAVIGATING THE BORDERLAND BETWEEN PATIENT AND CLINICIAN ROSS I recognise that . . . we are trying to promote learning by giving choice and allowing people to get it wrong . . . we learn by doing not by being told what to do. I get that, although it is still hard . . . not to give advice when I see . . . that the advice can be really helpful. Trying to allow myself to listen objectively and to . . . sit with the fact that actually the patient might want to do something which is wholly unsensible, but allowing that to happen if that truly is what they want. How do you get them to do what you want? You want to have a team effort with the patient but you also don’t want to be bullied . . . On days when you are feeling a bit under par they can be the toughest patients to deal with. I know that this is the correct answer . . . but If we think like this, then you do not allow the patient to participate . . .they become a receiver. But if you share your knowledge . . . really share what you know . . . . then you offer the patient an opportunity to think and decide by themselves. ROSS If I haven’t grasped what he wants from me, then I’ve missed the problem and I am much less likely to help him. There’s something magical in this. If I’ve understood what the patient wants from me, and he understands what I’m going to do with him, then I have a good chance of succeeding. Patients have to embrace our suggestion because they are convinced that it is the right one and not because we want them to choose a particular option. If you propose something that is
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