English
 
Help Privacy Policy Disclaimer
  Advanced SearchBrowse

Item

ITEM ACTIONSEXPORT
  Prescribing under pressure: Parent-physician conversations and antibiotics

Stivers, T. (2007). Prescribing under pressure: Parent-physician conversations and antibiotics. Oxford: Oxford University Press.

Item is

Files

show Files

Locators

show

Creators

show
hide
 Creators:
Stivers, Tanya1, 2, Author           
Affiliations:
1Language and Cognition Group, MPI for Psycholinguistics, Max Planck Society, ou_55204              
2Multimodal Interaction, MPI for Psycholinguistics, Max Planck Society, ou_55216              

Content

show
hide
Free keywords: -
 Abstract: This book examines parent-physician conversations in detail, showing how parents put pressure on doctors in largely covert ways, for instance in specific communication practices for explaining why they have brought their child to the doctor or answering a history-taking question. This book also shows how physicians yield to this seemingly subtle pressure evidencing that apparently small differences in wording have important consequences for diagnosis and treatment recommendations. Following parents use of these interactional practices, physicians are more likely to make concessions, alter their diagnosis or alter their treatment recommendation. This book also shows how small changes in the way physicians present their findings and recommendations can decrease parent pressure for antibiotics. This book carefully documents the important and observable link between micro social interaction and macro public health domains.

Details

show
hide
Language(s): eng - English
 Dates: 2007
 Publication Status: Issued
 Pages: 232 p.
 Publishing info: Oxford : Oxford University Press
 Table of Contents: -
 Rev. Type: -
 Degree: -

Event

show

Legal Case

show

Project information

show

Source 1

show
hide
Title: Oxford studies in sociolinguistics
Source Genre: Series
 Creator(s):
Affiliations:
Publ. Info: -
Pages: - Volume / Issue: - Sequence Number: - Start / End Page: - Identifier: -