Prescription communication using 5-R framework
Effective Medical Communication: The A, B, C, D, E of it, Page: 77-90
2020
- 1Citations
- 2Captures
Metric Options: CountsSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Book Chapter Description
A medical graduate is expected to be competent in informing the patient/relatives/care taker what he/she has prescribed and give appropriate instructions, and warnings regarding the use of the prescribed medicines. Both, the content (i.e. the information about the prescribed drugs) and delivery of the content are important in such communication. This chapter presents a tool for the students so that they can communicate relevant content in a logical manner. This tool is termed as 5-R framework and the 5 Rs stand for reason/s, regimen, risks, revisit instructions, and revision statements. The chapter describes how the training sessions can be arranged for the students using the time slots available for practicals. It also highlights how the content and its delivery can be assessed, and feedback can be given to the students.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85089651048&origin=inward; http://dx.doi.org/10.1007/978-981-15-3409-6_7; http://link.springer.com/10.1007/978-981-15-3409-6_7; http://link.springer.com/content/pdf/10.1007/978-981-15-3409-6_7; https://dx.doi.org/10.1007/978-981-15-3409-6_7; https://link.springer.com/chapter/10.1007/978-981-15-3409-6_7
Springer Science and Business Media LLC
Provide Feedback
Have ideas for a new metric? Would you like to see something else here?Let us know