Medical students’ attitudes towards patient-centered care, Fayoum Medical School, Egypt

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.

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Assessing medical students’ empathy and attitudes towards patient-centered care with an existing clinical performance exam (OSCE)

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2010.03.1008 ◽

2010 ◽

Vol 2 (2) ◽

pp. 1911-1913 ◽

Cited By ~ 12

Author(s):

Paul F. Wimmers ◽

Margaret L. Stuber

Keyword(s):

Medical Students ◽

Clinical Performance ◽

Patient Centered Care ◽

Patient Centered ◽

Centered Care

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Attitudes of medical students in Pakistan toward the doctor-patient relationship

10.7287/peerj.preprints.606 ◽

2014 ◽

Author(s):

Waqas Ahmad ◽

Edward Krupat ◽

Yumna Asmaa ◽

Noor-E- Fatima ◽

Rayan Attique ◽

...

Keyword(s):

Medical Students ◽

Patient Centered Care ◽

Cross Sectional Study ◽

Individual Characteristics ◽

Patient Relationship ◽

Doctor Patient Relationship ◽

Patient Centered ◽

Cross Sectional ◽

Centered Care ◽

Academic Year

Background. We initiated this study with the aim to assess the leaning of medical students towards either a doctor-centered or a patient-centered care and explore the effects of personal attributes on it like gender, academic year etc. of the students. Methods. A cross-sectional study was conducted between July-Sep 2013. The study population consisted of 1274 medical students in years 1-5 from two medical colleges. English version of PPOS was used to assess attitudes of medical students towards doctor-patient relationship. The relationship between PPOS scores and individual characteristics like gender, academic year etc. were examined by using Independent t-test and one way ANOVA. Results. A total of 792 students formed the final sample. Characteristics associated with most patient-centered attitudes were being in 4th academic year, married, being a foreigner and belonging to a Private college (p<0.05). Characteristics associated with most doctor-centered attitudes were being in 2nd academic year, divorced, having a local origin and belonging to a Govt. college (p<0.05). Gender and having doctor parents had no bearing, statistically, on the attitudes. Conclusion. Despite ongoing debate and emphasis on a patient-centered curriculum, our study suggests that current curriculum and its teachings are not producing the results they are designed to achieve. Students should be adequately exposed to the patients from the beginning of their medical education in clinical settings which are more sympathetic to a patient-centered care.

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A Systematic Review of Educational Interventions and Their Impact on Empathy and Compassion of Undergraduate Medical Students

Frontiers in Medicine ◽

10.3389/fmed.2021.758377 ◽

2021 ◽

Vol 8 ◽

Author(s):

Prianna Menezes ◽

Salman Y. Guraya ◽

Shaista Salman Guraya

Keyword(s):

Systematic Review ◽

Medical Students ◽

Well Being ◽

Educational Interventions ◽

Patient Centered Care ◽

Technology Enhanced Learning ◽

Long Term Effects ◽

Undergraduate Medical Students ◽

Patient Centered ◽

Centered Care

Introduction: A compassionate and patient-centered care leads to improved clinical outcomes. Promoting empathy and compassion of medical students is a forerunner of their well-being, emotional stability, and a patient-centered care. However, there is slender evidence about best educational interventions that can inculcate empathy and compassion skills. Our objective was to conduct a systematic review of research evaluating the associations between spectrum, effectiveness, frequency of teaching modalities and their outcomes on compassion and empathy to highlight best practices.Methods: We searched the Web of Science, PubMed, Scopus, and EBSCO Host on 22nd July 2020. We adapted our search strategy from a previously published systematic review on education for compassion and empathy. Selected studies were required to have used unique educational interventions for promoting empathy and compassion of medical students. The research questions were based on Participants (medical students), Intervention (empathy and/or compassion related teaching), Comparison, and Outcome.Results: We analyzed 24 articles from the initial yield of 2,861. Twenty-two were quantitative studies with a mean of 12.8 on MERSQI. Twelve were randomized controlled trials while 5 measured outcomes with single group pre- and post-tests. There was no association found between duration, frequency and complexity of an educational intervention and its effectiveness. Twenty used multimodality curricula, and of those 18 reported statistically significant positive improvement in empathy, while 3 of 4 single modality were effective. Only three studies looked for long-term effects of educational interventions. Fourteen studies evaluated Kirkpatrick's level one (self-reported knowledge), 2 level three (behavior), and 6 level four (patient outcomes). We identified six major educational constructs of teaching empathy and compassion; communication, mindfulness, early clinical exposure, technology-enhanced learning, comics and arts and culture.Discussion: Our review couldn't identify a standard teaching construct in place and highlighted that different teaching tools carry similar impact in promoting compassion and empathy and a sustainable program rather than a single training activity is essential.

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Can Today’s Medical School Faculty Teach Tomorrow’s Physicians about Patient-Centered Care?

Annals of Behavioral Science and Medical Education ◽

10.1007/bf03355266 ◽

2014 ◽

Vol 20 (1) ◽

pp. 7-9

Author(s):

Casey Williams ◽

Amanda Swenson ◽

Michael Hosokawa

Keyword(s):

Medical School ◽

Patient Centered Care ◽

Medical School Faculty ◽

Patient Centered ◽

Centered Care ◽

School Faculty

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Characteristics of Patient Encounters That Challenge Medical Students’ Provision of Patient-Centered Care

Academic Medicine ◽

10.1097/acm.0b013e3181b36f45 ◽

2009 ◽

Vol 84 (Supplement) ◽

pp. S74-S78 ◽

Cited By ~ 4

Author(s):

Douglas J. Bower ◽

Staci Young ◽

Gunnar Larson ◽

Deborah Simpson ◽

Sajani Tipnis ◽

...

Keyword(s):

Medical Students ◽

Patient Centered Care ◽

Patient Centered ◽

Centered Care

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Teaching communication in medical students – a cornerstone for patient’s outcome

Romanian Journal of Medical Practice ◽

10.37897/rjmp.2021.2.6 ◽

2021 ◽

Vol 16 (2) ◽

pp. 143-147

Author(s):

Nicoleta SUCIU ◽

◽

Lorena Elena MELIȚ ◽

Cristina Oana MĂRGINEAN ◽

◽

...

Keyword(s):

Medical Students ◽

Medical School ◽

Communication Skills ◽

Medical Schools ◽

Patient Relationship ◽

Cross Culture ◽

Patient Centered ◽

Clinical Communication ◽

Centered Care ◽

Patient’S Outcome

Communication is definitely one of the most important contributing factor for an ideal doctor-patient relationship. The major importance of communication is to build a proper relationship with the patients, in which the empathy and respect play an essential role and can be taught and improved with proper training. This process is defined as cross-culture communication and it has to be taught during medical school. Patient-centered communication is a concept closely related to cross-culture communication and it might be defined by the physician’s ability to tailor communication to each patient’s need and level of understanding in order to provide patient-centered care. Training of clinical communication skills in medical students is an incontestable emergency for the patient’s outcome. Medical education formerly focused on training students for solving only the medical problems by providing the treatment for their organic problems. Medical schools recently included in undergraduate curricula clinical communication courses in order to improve student’s and future physician’s the ability to obtain relevant information from their patients, to build strong doctorpatient relationships and provide patient-centered care. Various models were elaborated for teaching and assessing clinical communication skills, which were found to improve multiple aspects of physician-patient communication among which counseling, interviewing techniques and prescription. Medical schools should properly address to clinical communication skills by including training courses in each year of education focused on the specific of the learned medical fields. It is crucial for implementing proper assessment methods in order to prevent and diminish as much as possible the factors that might negatively impact the development of doctor-patient relationship. Proper medical training in terms of clinical communication skills should be initiated during medical school in all students that deal with patients, but also after the graduation, periodically in all health care providers for assuring an ideal outcome for their patients.

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