Autor: |
Joyce W. Tang, Tia Kostas, Anshu Verma, Valerie G. Press, Josef Kushner, Nicole Gier, Lauren O. Wiklund, Vineet M. Arora, Jeanne Farnan, David O. Meltzer |
Jazyk: |
angličtina |
Rok vydání: |
2022 |
Předmět: |
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Zdroj: |
Journal of Patient-Centered Research and Reviews, Vol 9, Iss 4, Pp 290-297 (2022) |
Druh dokumentu: |
article |
ISSN: |
2330-0698 |
DOI: |
10.17294/2330-0698.1930 |
Popis: |
Purpose: Longitudinal patient-partnered experiences may promote medical student empathy, but evaluation of such programs is limited. The aim of this study was to compare areas of learning among first-year medical students randomized to a patient-centered track (PCT) or traditional track (TT) longitudinal clinical experience. Methods: PCT students (n = 24) were paired with 2 patients and a physician to participate in their patients’ care across multiple settings. TT students (n = 56) were paired with a physician preceptor and participated in caring for a variety of patients in a single setting. This qualitative study used a phenomenological approach to template analysis, examining and comparing student reflective essays for areas of learning. Results: Three domains of learning emerged: 1) Focus of learning (biomedical, patient-centered); 2) Roles and relationships (clinical skills, relationship-building, teaching from preceptor and patients); and 3) Context of care (health systems science, interprofessional care). PCT students described patient-centered learning, relationship-building, and patients’ role as teachers. In contrast, TT students emphasized biomedical learning, clinical skills development, and teaching from physician preceptors. Conclusions: Longitudinal patient-partnered clinical experiences provide rich opportunities for preclinical students to cultivate empathy and develop patient-centered values. |
Databáze: |
Directory of Open Access Journals |
Externí odkaz: |
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