Objective: The aim of the present study was to explore (1) how and with which specificity the young patient contributes to the visit; (2) the communicative-relational manner with which adults handle the child's interventions.
Methods: Ten videoed visits with patients aged 2-6 years were selected. A content and discourse analysis was realized.
Results: Results showed three macro-categories that seem to fully describe the young patient interventions: (1) The subjective experience regarding the illness; (2) The child's own learning process; (3) The child's medical knowledge. These contributions seem to be handled by the adults in processes that may or may not integrate the patient contributions.
Discussion: Results confirmed the quantitatively limited child's contribution, but they also showed an active child, who communicates with the adults about the subjective experience of the visit or the illness, and who autonomously handle the learning process about the roles in the visit.
Practice Implications: Physicians should improve their communication skills to integrate the child's interventions.
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