Diabetes ROADMAP: Teaching Guideline Use, Communication, and Documentation When Delivering the Diagnosis of Diabetes.

Autor:	Ledford CJW; Associate Professor, Family Medicine, Uniformed Services University of the Health Sciences., Seehusen DA; Associate Dean for Graduate Medical Education and Professor of Family Medicine, Augusta University., Cafferty LA; Clinical Research Coordinator, Military Primary Care Research Network, Department of Family Medicine, Uniformed Services University of the Health Sciences, and Henry M. Jackson Foundation., Rider HA; Research Coordinator, Clinical Investigations Program, Mike O'Callaghan Military Medical Center., Rogers T; Leader and Faculty Development Fellow, Madigan Army Medical Center., Fulleborn S; Resident Physician, Family Medicine, Eglin Air Force Base Family Medicine Residency., Clauson E; Staff Physician, Family Medicine, Eglin Air Force Base Family Medicine Residency., Ledford CC; Staff Physician, Family Medicine, Eglin Air Force Base Family Medicine Residency., Trigg S; Resident Physician, Family Medicine, Eglin Air Force Base Family Medicine Residency., Jackson JT; Publications Coordinator, Military Primary Care Research Network, Department of Family Medicine, Uniformed Services University of the Health Sciences, and Henry M. Jackson Foundation., Crawford PF; Professor of Family Medicine, Military Primary Care Research Network, Uniformed Services University of the Health Sciences, and Nellis Air Force Base Family Medicine Residency.
Jazyk:	angličtina
Zdroj:	MedEdPORTAL : the journal of teaching and learning resources [MedEdPORTAL] 2020 Sep 11; Vol. 16, pp. 10959. Date of Electronic Publication: 2020 Sep 11.
DOI:	10.15766/mep_2374-8265.10959
Abstrakt:	Introduction: Most interventions to date regarding breaking bad news focus on late-stage disease or disclosing a cancer diagnosis. Little attention has been given to delivery of chronic metabolic disease diagnoses such as prediabetes/type 2 diabetes. Methods: Informed by the American Diabetes Association standards of care and formative research conducted by our research team, we developed this curriculum through the six-step approach to curriculum development. The curriculum consists of a 2- or 3-hour intervention that teaches medical decision-making, interpersonal communication, and clinical documentation in the context of prediabetes and type 2 diabetes followed by role-play and clinical practice. Results: Across three cohorts, 53 clinicians completed the curriculum. Across the three iterations, learners rated the curricular intervention as worthwhile and delivered at an appropriate level. In a community hospital setting, learners scored significantly higher on a knowledge check than did a control group of six clinicians ( p < .001). Learners in the community hospital also indicated high response efficacy and self-efficacy. At the academic medical center, simulated patients indicated high measures on the Diabetes Health Threat Communication Questionnaire. Discussion: The moment of diagnosis presents a key opportunity to affect patients' perceptions of the disease. This curriculum guides clinicians in making the most of diagnosis delivery. Pairing of qualitative, patient-centered research alongside the iterative curriculum design process allows the curriculum to be adaptable and scalable to multiple settings and learner types. (© 2020 Ledford et al.)
Databáze:	MEDLINE
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