A Patient-Led Educational Program on Tourette Syndrome: Impact and Implications for Patient-Centered Medical Education

Graham, Kirsten; Green, Stuart; Kurlan, Roger; Pelosi, J.

doi:10.1080/10401334.2013.857339

Cited by 16 publications

(5 citation statements)

References 28 publications

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“…• Improvement in self-rated empathy scores using validated scales [ 1 , 4 , 8 , 9 , 11 , 16 , 19 , 47 – 49 , 52 , 60 , 61 , 65 , 68 , 71 – 73 , 75 , 78 , 79 , 82 , 87 , 90 , 94 – 96 , 100 , 104 , 106 , 108 , 110 , 114 , 121 , 123 , 124 , 127 , 132 , 137 , 141 ]…”

Section: Resultsmentioning

confidence: 99%

A systematic scoping review of approaches to teaching and assessing empathy in medicine

Zhou

Tan

et al. 2021

BMC Med Educ

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Background Empathy is pivotal to effective clinical care. Yet, the art of nurturing and assessing empathy in medical schools is rarely consistent and poorly studied. To inform future design of programs aimed at nurturing empathy in medical students and doctors, a review is proposed. Methods This systematic scoping review (SSR) employs a novel approach called the Systematic Evidence Based Approach (SEBA) to enhance the reproducibility and transparency of the process. This 6-stage SSR in SEBA involved three teams of independent researchers who reviewed eight bibliographic and grey literature databases and performed concurrent thematic and content analysis to evaluate the data. Results In total, 24429 abstracts were identified, 1188 reviewed, and 136 included for analysis. Thematic and content analysis revealed five similar themes/categories. These comprised the 1) definition of empathy, 2) approaches to nurturing empathy, 3) methods to assessing empathy, 4) outcome measures, and 5) enablers/barriers to a successful curriculum. Conclusions Nurturing empathy in medicine occurs in stages, thus underlining the need for it to be integrated into a formal program built around a spiralled curriculum. We forward a framework built upon these stages and focus attention on effective assessments at each stage of the program. Tellingly, there is also a clear need to consider the link between nurturing empathy and one’s professional identity formation. This foregrounds the need for more effective tools to assess empathy and to better understand their role in longitudinal and portfolio based learning programs.

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Section: Resultsmentioning

confidence: 99%

A systematic scoping review of approaches to teaching and assessing empathy in medicine

Zhou

Tan

et al. 2021

BMC Med Educ

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“…Duffy's 2016 RCT involved trained Gynaecology Teaching Associates (GTAs) delivering gynaecological examination skills sessions to medical students which demonstrated improvements in students' knowledge, comfort and confidence, with no significant difference in summative OSCE scores between the intervention and control groups. The remaining study (Graham 2014) used a qualitative approach to study interviewing or history taking skills amongst patients with Tourette Syndrome and reported an improvement in participants' knowledge of the syndrome, along with an increase in empathy and humanistic approach to these patients.…”

Section: Benefits For Learners (Using Kirkpatrick's Levels Of Traininmentioning

confidence: 99%

“…improved communication with patients and a greater understanding of holistic and patient-centred care. The benefits to patients, where reported, included improved communication by 'breaking down barriers' (Cooper 2006), a belief that their personal stories will help to improve treatment effectiveness (Graham 2014, Salerno-Kennedy 2009, and enjoyment of the session (Jha 2013, Lenton 2015, Makker 2017 Examples of interventions at this level include Arenson and colleagues' study (Arenson 2015) which utilised "Health Mentors" to facilitate learning between health professionals. The 4 module encounter with patients, who had at least one disability or chronic health condition, provided an opportunity for teamwork between teams of medical students and students from allied professions.…”

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confidence: 99%

Patient/service user involvement in medical education: A best evidence medical education (BEME) systematic review: BEME Guide No. 58

et al. 2019

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Background: The extent to which patients and service users are involved in medical education varies widely. There is a need for an up to date systematic review of the literature that examines what involvement (description), the potential outcome of such involvement (justification) and 'why' such involvement impacts students (clarification). Methods: Systematic searches of four databases was undertaken. Citations were screened and consensus reached for inclusion / exclusion of studies. Quality of study design and interventional presentation were assessed. Synthesis was planned at three levels-descriptive, meta-analysis and meta-ethnography, where sufficient data was available. Results: A total of 11,140 articles were initially identified, with 39 included in the review. Using the Towle Taxonomy for patient involvement in medical education we identified 4 studies that were encounter based, 17 with patients sharing their personal experiences with students, 16 with patients involved in teaching and/or evaluating students, 2 studies describing consumers as tutors and none with involvement at the institutional level. The majority (29) of studies employed outcomes at level 1 or level 2 of Kirkpatrick's hierarchy (learner reactions and modification of attitudes or skills). Outcomes in terms of benefits to learners included increased empathy and understanding of illness as experienced by patients, improved communication with patients and a greater understanding of patient-centre care. Educational quality assessment showed specific weaknesses in theoretical underpinning, curriculum outcomes, content or pedagogy. Conclusions: Patients can offer learning opportunities that are at least as effective as faculty trainers in imparting practical clinical skills and can enrich medical education by allowing learners to explore patient

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“…Indeed, real patient encounters before the clerkship phase of medical education are often brief and limited to community-based preceptorships (8). There is, however, growing recognition that patients can and should play more active roles in medical education beyond these traditional roles (7,10,12,13,18,28,32,33). The benefits to students who engage with and learn from patients early in their medical education are numerous and include acclimatization to clinical environments, professional development, increased confidence and reduced stress when interacting with patients, development of self-reflection and appraisal skill, and professional identity development (8).…”

Section: Introductionmentioning

confidence: 99%

Involving a real patient in the design and implementation of case-based learning to engage learners

Dickinson

Lackey

Sheakley

et al. 2018

Advances in Physiology Education

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Real patients offer unique opportunities to develop authentic, engaging, and transformative learning experiences for students. Patients are widely employed to teach clinical and interpersonal skills in the clerkship phase of their medical education (M3-M4), but have not been extensively included in the preclinical curriculum (M1-M2) when students are focused on acquiring foundational biomedical science knowledge. To maximize learning and help students connect foundational and clinical science concepts to real-world clinical problems, we involved a real patient in the creation and implementation of a case-based learning (CBL) activity in our preclinical curriculum. Using the patient's narrative as a framework, the CBL addressed relevant aspects of physiology, pathophysiology, anatomy, pharmacology, and nutrition, as well as clinical care decisions, health literacy, and medical ethics. The intervention was implemented with the 2019 and 2020 graduating medical school classes during the Gastrointestinal Systems course in the second year of our curriculum. The results of a survey revealed that, overall, a majority of the students agreed or strongly agreed that the activity increased engagement in class, increased the depth of discussion within their teams, increased the depth of discussion between teams, helped students to apply basic science concepts to the clinical material in the case, helped students better understand the disease processes described in the case, enhanced awareness of the complexity of patient care, provided an authentic learning experience, and elicited a feeling of empathy.

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A Patient-Led Educational Program on Tourette Syndrome: Impact and Implications for Patient-Centered Medical Education

Abstract: Providing patient-led educational presentations to medical residents can increase physician empathy, increase knowledge of Tourette Syndrome, and support the advancement of patient-centered medical education.

Cited by 16 publications

References 28 publications

A systematic scoping review of approaches to teaching and assessing empathy in medicine

A systematic scoping review of approaches to teaching and assessing empathy in medicine

Patient/service user involvement in medical education: A best evidence medical education (BEME) systematic review: BEME Guide No. 58

Involving a real patient in the design and implementation of case-based learning to engage learners

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