From pigeons to person: reimagining social history

Grainne P. Kearney; Richard L. Conn; Helen Reid

doi:10.1111/tct.13486

From pigeons to person: reimagining social history

Grainne P. Kearney, Richard L. Conn, Helen Reid

School of Medicine, Dentistry and Biomedical Sciences

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

50 Downloads (Pure)

Abstract

History taking frameworks, diligently instilled into health professions learners the world over, follow a standardised pattern. ‘Social history’ comes near the end, after exploring the reason for consulting, past medical, family, and medication history. Yet experienced clinicians recognise that a person's social context is fundamental to any consultation. Could reimagining how we teach ‘social history’ within consultation frameworks help reinstate the centrality of the person in healthcare?

Original language	English
Pages (from-to)	257-259
Number of pages	3
Journal	Clinical Teacher
Volume	19
Issue number	3
Early online date	28 Mar 2022
DOIs	https://doi.org/10.1111/tct.13486
Publication status	Published - Jun 2022

Keywords

INSIGHTS

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10.1111/tct.13486Licence: CC BY

From pigeons to person: reimagining social history
Copyright 2022 The Authors. This is an open access article published under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium, provided the author and source are cited.
Final published version, 652 KBLicence: CC BY

Learning from error : rethinking critical incidents to make paediatric prescribing safer
Conn, R. L. (Author), Dornan, T. (Supervisor), Shields, M. (Supervisor) & Tully, M. (Supervisor), Dec 2019
Student thesis: Doctoral Thesis › Doctor of Philosophy

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From pigeons to person: reimagining social history

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Student theses

Learning from error : rethinking critical incidents to make paediatric prescribing safer

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