Medical education has taken a decided turn toward the “flipped classroom,” in which in-class lectures are de-emphasized and engaged learning is promoted. The time has also come to make some changes in what is being taught in clinical medicine, specifically with respect to the patient-physician interaction. Because the daily management of chronic illness is primarily the responsibility of the patient, clinical encounters that prioritize patient engagement and activation are critical. The traditional medical encounter, characterized by data gathering to make a diagnosis followed by prescribing or recommending treatment to the patient, can work well for acute illnesses or injuries, but effective chronic disease management requires substantial patient ownership of their health. In a “flipped exam room,” interactions with patients emphasize patient responsibility for health, such that priority is given to eliciting patient goals, what the patient knows, and how they desire to proceed with management of their health concerns and conditions. Just as medical students find engaged learning approaches to be more acceptable and satisfying, patients find collaborative interaction approaches on the part of their physicians to be more satisfying, and such approaches are associated with better outcomes. More attention to training students and residents in “flipped exam room” patient interaction skills is necessary.

医学教育已完全转向“翻转教室”，在课堂教学中不再强调课堂讲授，并促进了参与式学习。现在还需要对临床医学教授的内容进行一些更改，特别是在患者与医生之间的交互方面。由于慢性疾病的日常管理主要是患者的责任，因此优先考虑患者参与和激活的临床遭遇至关重要。传统的医学交流会以收集数据做出诊断，然后为患者开出处方或向患者推荐治疗为特征，可以很好地应对急性疾病或受伤，但是有效的慢性疾病管理需要患者对自身健康的充分掌握。在“翻转考试室”中，与患者的互动强调了患者对健康的责任，因此优先考虑患者的目标，患者所了解的知识以及他们希望如何继续管理自己的健康问题和状况。就像医学专业的学生发现参与式学习方法更加令人满意和令人满意一样，患者也从他们的医生那里发现协作式交互方法更加令人满意，并且这种方法具有更好的结果。必须更加注意在“翻转考试室”中与患者和患者进行互动技能的培训。就像医学专业的学生发现参与式学习方法更加令人满意和令人满意一样，患者也从他们的医生那里发现协作式交互方法更加令人满意，并且这种方法具有更好的结果。必须更加注意在“翻转考试室”中与患者和患者进行互动技能的培训。就像医学专业的学生发现参与式学习方法更加令人满意和令人满意一样，患者也从他们的医生那里发现协作式交互方法更加令人满意，并且这种方法具有更好的结果。必须更加注意在“翻转考试室”中与患者和患者进行互动技能的培训。