The article discusses the problem of doctor-physician communication using rhetorical theory to

investigate how medical students learn presentation skills and what professional values are acquired in
this process.
METHOD
12 third-year students and 14 teachers were observed for 160 hours with 73 presentations, observed by a
trained orator who toured and called patient care teams during two internships lasts 8 weeks.
Nonparticipatory observations were performed using standard ethnographies,14 in which the observer
lives in the research community and is not involved in the activities being studied, records those
activities, and relationships among research subjects . The first group of 4 out of 8 secretaries were
chosen to closely observe the students and their groups. Observation for 3 weeks, with 7.5 presentations
for each student and 5 papers for the lecturer. Conduct warm recording of student and faculty interviews.
Discourse-based interviewing elicits tacit knowledge of language by having participants work with a
discourse sample and clearly demonstrate content and organizational choices. The students were asked to
organize a sample of written patient documentation into presentation formats for different contexts and to
justify and explain their choice. . Different forms of student and teacher interviews were chosen to reflect
the normative relationship between students and faculty. All students in the second group (n= 8) also
completed a post-secretary survey. The general survey questions ask about the difficulties students face in
drafting and presenting their case presentations, the "golden rules" of case presentation that they have
learned in their role of secretary. themselves and the advice they will give the secretaries at the start of
this rotation
RESULT
In our study, students and teachers had different perceptions of the purpose of a presentation, and this
difference was reflected in performance. Students present their presentation in a 'mechanical' way.
Student presentations remain unchanged in different contexts or situations repeatedly attempting to
present the same case details to inpatients during work and attendance rounds, even even after the
response shows the different requirements of these 2 objects . When students were faced with alternative
data arrangements in interviews, they struggled to explain their preferences, exhibiting a fragile sense of
the "rules" of sorting and choosing. choose on what basis.
DISCUSS
A variety of linguistic analysis methods derived from the social sciences have recently been applied to
medical discourse. Like linguistics (the study of the structure of language), semiotics (the study of signs
and symbols in language) or conversational analysis (the study of language), rhetoric investigates
relationships Social relations are done through language. The rhetorical model captures these
relationships in a model that divides communication into four essential components: message, audience,
purpose, and occasion . This model sets the theme its , including audience , purpose , and an occasion .
Using this model, we can systematically study the relationship between any important variable, such as
the message and its impact on the audience, or the purpose and impact of the message. it for content . Our
discussion of the findings reflects the orator's attention to the relationship between what we say to our
students, what we teach our students to say, and what our students say. We value, believe and practice .
The organization demonstrates a structured, formalized understanding of the case differs greatly from the
teacher's social understanding . Their approach makes students "rigid" presenters and limits their ability to
perceive and respond to contextual influences in their presentations. One result is that students tend to
lack selectivity and bulk presentation of data because they do not understand the clinical principles or the
context for editing and prioritizing. First, it is a qualitative research topic based on observer biases and
interpretations. Second, the sample size is small. Repetition of the study with different locations, offices
and observers, and a larger sample size, will help validate, generalize, and extend our findings and may
allow us to develop shows the patterns for the within-group variations we observed. Third, this is a cross-
sectional study, so it is not possible to determine how or when students learn the contextual basis for
explicit representation in our resident teachers. A prospective study of students at different points in their
clinical training may help characterize this transition. Fourth, different forms of student and teacher
discourse interviews may influence the results . In addition, the different formats reflect the normative
relationship between students (creating presentations) and teachers (critiquing presentations) that we are
studying. Finally, the presence of an observer in the group and the link between the study and the chief
secretary may have caused the Hawthorne effect, although this would likely minimize rather than
exaggerate the problems. had seen. of a particular educational model. This can slow the development of
effective communication skills, reduce the ability to learn from modeled behavior, and lead to unintended
achievement of career values. A model of clear, contextual instruction-based rhetoric can improve a
student's acquisition of oral presentation skills and help students recognize the social nature of the
language in which they speak. studying . As teachers, we need to know that the language we use—what
we say and don't say, and what encourages students to say and not say—can have a powerful impact on
student learning. born.