scholarly journals Building Rapport and Earning the Surgical Patient's Trust in the Era of Social Distancing: Teaching Patient-Centered Communication During Video Conference Encounters to Medical Students

2021 ◽  
Vol 78 (1) ◽  
pp. 336-341 ◽  
Author(s):  
Anna B. Newcomb ◽  
Margaret Duval ◽  
Sharon L Bachman ◽  
Denise Mohess ◽  
Jonathan Dort ◽  
...  
Keyword(s):  
Medical Students ◽  
Video Conference ◽  
Patient Centered ◽  
Social Distancing ◽  
Building Rapport

scholarly journals Preventing Breakdowns in Communication: Teaching Patient-Centered Posthospital Care Transitions to Medical Students

MedEdPORTAL ◽  
2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Maureen D. Lyons ◽  
D. Bailey Miles ◽  
Andrew M. Davis ◽  
Mark B. Saathoff ◽  
Amber T. Pincavage
Keyword(s):  
Medical Students ◽  
Care Transitions ◽  
Patient Centered

scholarly journals On Teaching the Sum While Paying Attention to the Parts: Whole Person Care through Ethnography in Medical Education

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Vasiliki Nataly Rahimzadeh ◽  
David Lessard ◽  
Peter Nugus
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Professional Identity ◽  
Identity Formation ◽  
Medical Training ◽  
Academic Discipline ◽  
Professional Identity Formation ◽  
Patient Centered ◽  
Whole Person

Objective—This article provides a reflection on medical teaching opportunities for whole person care based on our experiences mentoring 2nd-year medical students through an Ethnography Practicum at a Canadian university.                                                                  Background—The Ethnography Practicum is a new addition to the Family Medicine Transition to Clinical Practice (TCP) curriculum introduced in the second year of medical school at McGill University. It involves 30 hours of instruction (6 hours in lectures with an instructor, and 24 hours in small-group tutorials with the authors), and 9 hours of fieldwork observations in various community health settings across Montreal, QC. The primary aims of the Practicum converge with those of the TCP generally in two important ways: to inculcate in students the concepts of patient centered care, and to promote family medicine as both an academic discipline and career option.                    Results and Discussion— Our experiences illustrate two tensions that shape students’ expectations and experiences throughout their involvement in the Practicum and, in turn, highlight the implications for teaching whole-person care. First, ethnography as a combination of different methods has itself been the locus of tensions between positivist and critical traditions in the three last decades. Second, the Practicum is situated precisely at the crossroads of key moments on the professional identity formation continuum for our students. Such a crossroads is disruptive to the status quo of medical traineeship characteristic of the first two years in medical school, and thus reorients professional identity formation. The above tensions reveal how ethnography is not only a revered research tradition in the humanities, but can also be a conduit to whole person care-inspired clinical practice.Conclusion—As instructors and mentors involved in this Ethnography Practicum, we are continually forging a new relevance for organizational ethnography in medical training, where medical students can reflect and act on competencies beyond clinical ones. The Practicum provides a space for students to wrestle with alternative epistemologies to understanding the social world in which medicine is embedded. We lastly provide pragmatic ways to better address these tensions in an effort to support students as they proceed through the (multifaceted) development of their professional identities as future physicians.

Patients’ perceptions about medical students’ involvement in their health care at a teaching hospital in Jordan: A cross sectional study (Preprint)

2021 ◽  
Author(s):  
Hana Taha ◽  
Jawaher Khaled Al Saqer ◽  
Noora Rashed Al Harbi ◽  
Rand Nidal Younis ◽  
Fatma Dawoud Al Dawoud ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching Hospital ◽  
Disease Status ◽  
Cross Sectional Study ◽  
University Hospital ◽  
Sectional Study ◽  
Patient Centered ◽  
Cross Sectional ◽  
Perceptions And Attitudes ◽  
Structured Questionnaire

BACKGROUND Medical students’ involvement in patients’ care varies due to patient’s willingness, as some consider it as an invasion of their privacy and exposure of their disease status. Thus, exploring patients' perceptions and attitudes towards this interaction should be thoroughly investigated. OBJECTIVE To better understand the attitude of Jordanian patients towards the presence of medical students’ during their consultations and provide evidence-based data to improve the training of future doctors. METHODS A cross-sectional study was conducted at the Jordan University Hospital using a structured questionnaire to interview 420 patients from the out-patients’ clinics of the departments; Internal Medicine, Obstetrics and Gynecology, Pediatrics, and Surgery. Descriptive and multivariate data analysis was conducted using SPSS (version 25.0). RESULTS Of the patients interviewed, 94% were aware that they were in a teaching hospital, 92% approved the existence of medical students’ during their consultation and 80% accepted to be observed and examined by medical student in the presence of a senior doctor. Almost 83% of the patients believed that their consent should be obtained first and 58% of them indicated that the students asked for consent prior to interacting with them. Around 64% of the participants indicated that the maximum acceptable number of students during the consultation should not exceed 2-3, 64% had no preferred gender to interact with and 59% had no preferred training year. CONCLUSIONS Patients showed an overall positive stance towards the involvement of medical students’ in their healthcare. The majority were delighted to see medical students’ while some expressed concerns over their privacy due to the large number of students and because some do not ask for their consent. It is essential to apply medical ethics practices together with patient centered approach.

The Diabetes Simulation Challenge: Enhancing Patient Perspective-Taking for Medical Students

2022 ◽  
Author(s):  
Emily Shaffer-Hudkins ◽  
Sara Hinojosa Orbeck ◽  
Kathy Bradley-Klug ◽  
Nicole Johnson
Keyword(s):  
Type 1 Diabetes ◽  
Medical Students ◽  
Perspective Taking ◽  
Patient Centered Care ◽  
Chronic Health Condition ◽  
Health Condition ◽  
Patient Centered ◽  
Training Tool ◽  
Centered Care

The Diabetes Simulation Challenge is a unique training tool to foster empathy, a key facet of patient-centered care, for medical students. Thirty-two medical students participated in a 24-hour perspective-taking activity as part of their curriculum, during which they simulated some common experiences of living with a chronic health condition, specifically type 1 diabetes. Students’ written reflections were analyzed using a phenomenological qualitative approach to provide a composite description of the experience. An exhaustive, iterative method of thematic analysis that included manual coding was used to determine whether this activity led to expressions of empathy or thoughts and beliefs consistent with patient-centered health care. Nine unique themes emerged, six of which indicated that students adopted the perspective of an individual with a chronic illness. Most of the students’ reflections illustrated an understanding of the behavioral, social, and emotional challenges related to living with type 1 diabetes, as well as increased empathy toward individuals with the disease. Medical students who aim to provide patient-centered care benefited from this perspective-taking exercise, and training programs should consider using such methods to extend learning beyond traditional didactic education.

Flexibility in Treatment: A Trial of Walking Psychotherapy

2020 ◽  
Vol 48 (3) ◽  
pp. 295-313
Author(s):  
Cathy R. Schen
Keyword(s):  
The Body ◽  
Video Conference ◽  
Self Disclosure ◽  
Social Distancing ◽  
Transference And Countertransference ◽  
The World ◽  
Patient Responses ◽  
Many Sources ◽  
Spread Of Infection

Flexibility in the psychotherapeutic frame of treatment arises from many sources, from the general to the personal, and can take several forms. This article looks at walking while conducting psychotherapy with patients and explores the ways in which flexibility in treatment can enhance the alliance, how walking side by side brings the body into focus with its implications for transference and countertransference, and how associations to landscape evoke past memories and access emotions. Issues relating to self-disclosure and boundaries, as well as patient responses to the psychotherapist's personally driven request to consider walking during psychotherapy are addressed. Since writing this article, the coronavirus pandemic has swept across the world and required psychotherapists everywhere to bend the frame of treatment and meet with patients virtually—by phone or video conference—to maintain social distancing and prevent the spread of infection. The hardships posed by this shift in treatment frame combine with benefits not dissimilar to those found with psychotherapy while walking.

A Clinical Librarian Embedded in Medical Education: Patient-Centered Encounters for Preclinical Medical Students

2018 ◽  
Vol 37 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Lindsay Blake ◽  
Frances M. Yang ◽  
Hutton Brandon ◽  
Benjamin Wilson ◽  
Renee Page
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Patient Centered ◽  
Preclinical Medical Students

scholarly journals Relationships Between Perspective-Taking, Empathic Concern, and Self-rating of Empathy as a Physician Among Medical Students

2019 ◽  
Vol 44 (3) ◽  
pp. 316-319
Author(s):  
Jihye Yu ◽  
Sukyung Lee ◽  
Miran Kim ◽  
Kiyoung Lim ◽  
Kihong Chang ◽  
...  
Keyword(s):  
Medical Students ◽  
Perspective Taking ◽  
Empathic Concern ◽  
Reactivity Index ◽  
Measurement Instruments ◽  
Korean Student ◽  
Patient Centered ◽  
Self Rating ◽  
Student Version ◽  
Physician Empathy

Abstract Objective The aim of this study was to ascertain the relationships between perspective-taking, empathic concern, and self-rating of empathy as a physician among medical students. Methods This study analyzed the questionnaire responses of 152 medical students enrolled in Ajou University School of Medicine, Suwon, Republic of Korea, in 2018. As measurement instruments, the authors applied the Interpersonal Reactivity Index (IRI) and Korean Student Version of the Jefferson Scale of Physician Empathy (Korean JSPE-S), and then examined participant characteristic variables based on the obtained data and conducted subsequent correlation analyses of subscales, one-way ANOVA, and regression analyses. Results Medical students with clinical clerkship experience demonstrated higher levels of perspective-taking and empathy as physicians than did students without experience. Moreover, perspective-taking and empathic concern were significant predictors of medical students’ empathy as physicians in the regression model. Conclusions Medical students with higher scores in perspective-taking and empathic concern demonstrated higher levels of perception regarding the necessity and importance of empathy as a physician in patient-physician relationships. Therefore, in actual medical situations with patient-centered therapy, to enhance the levels of physician empathy, medical education should focus on the understanding of other persons’ opinions and interpersonal interactions accompanied by empathic concern.

Engaging Medical Students and Families of Children with Disabilities in Patient-Centered Education

2015 ◽  
Vol 1 (2) ◽  
pp. 76-77 ◽  
Author(s):  
C.S. Zhang ◽  
X. Mi ◽  
J. Tsuei ◽  
S.W. Chung ◽  
H. Rashid ◽  
...  
Keyword(s):  
Medical Students ◽  
Children With Disabilities ◽  
Patient Centered
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