Enhancing the relationship and improving communication between adolescents and their health care providers: A school based intervention by medical students
“…1 ). In total, five non-randomized controlled trials, 22 , 25 , 34 , 35 , 38 four uncontrolled before-and-after studies, 26 , 30 , 33 , 37 eight post-intervention survey or interview studies, 23 , 24 , 27 – 29 , 31 , 32 , 39 and one case series study 36 were included. Figure 1 PRISMA flow diagram showing the number of records and studies identified during the search process, screened for relevance, assessed for eligibility and included in the synthesis.…”
Section: Resultsmentioning
confidence: 99%
“…Geographically, 12 studies were performed in the USA, 22 – 24 , 26 – 28 , 30 – 32 , 36 – 38 three in the European Union, 25 , 34 , 39 and one each in Canada, 29 New Zealand, 35 and Singapore. 33 …”
Section: Resultsmentioning
confidence: 99%
“…The studies described the following: medical students providing patient education during clerkships aimed at learning to provide patient education; 26 – 28 , 31 , 35 medical students providing patient education courses or other types of teaching to patients and family members; 24 , 25 , 29 , 30 , 32 medical students supporting patients in the context of treatment; 22 , 38 , 39 medical students performing patient education to reach underserved communities; 23 , 33 , 37 and medical students providing patient education in a student-run clinic or teaching clinic 34 , 36 (Table 1 ).…”
Section: Resultsmentioning
confidence: 99%
“…Most involved student participation in providing patient education in primary care. 24 , 26 – 28 , 31 , 36 , 37 Others involved medical students in the community, 23 , 29 , 32 , 33 in the surgical department, 38 , 39 the emergency department, 22 , 25 in psychiatry, 30 , 38 or in rural practice. 35 Specifically, medical students provided patient education with regard to diabetes, 23 , 26 – 28 , 31 – 33 hypertension, 23 , 28 , 32 , 33 , 37 mental illnesses, 28 , 32 arthritis, 28 cardiac arrest, 25 communicating with care professionals, 29 treatment plans and options, 38 surgical procedures, 39 discharge instructions, 22 use of digital tools, 24 medication, 33 , 36 disease-related lifestyle issues, 30 , 32 , 37 and self-care.…”
BackgroundStudies suggest that involving students in patient education can contribute to the quality of care and medical education. Interventions and outcomes in this field, however, have not yet been systematically reviewed. The authors examined the scientific literature for studies on interventions and outcomes of student-provided patient education.MethodsFour databases (MEDLINE, EMBASE, ERIC, PsycINFO) were searched for studies reporting patient education, undergraduate medical students, and outcomes of patient education, published between January 1990 and October 2015. Facilitators of and barriers to educational interventions were assessed using the Learning Transfer System Inventory. The learning yield, impact on quality of care, and practical feasibility of the interventions were rated by patients, care professionals, researchers, and education professionals.ResultsThe search resulted in 4991 hits. Eighteen studies were included in the final synthesis. Studies suggested that student-provided patient education improved patients’ health knowledge, attitude, and behavior (nine studies), disease management (three studies), medication adherence (one study), and shared decision-making (one study). In addition, involving students in patient education was reported to enhance students’ patient education self-efficacy (four studies), skills (two studies), and behavior (one study), their relationships with patients (two studies), and communication skills (two studies).DiscussionOur findings suggest that student-provided patient education—specifically, student-run patient education clinics, student-provided outreach programs, student health coaching, and clerkships on patient education—has the potential to improve quality of care and medical education. To enhance the learning effectiveness and quality of student-provided patient education, factors including professional roles for students, training preparation, constructive supervision, peer support on organizational and individual levels, and learning aids should be taken into account. Future research should focus on further investigating the effects found in this study with high-level evidence.
“…1 ). In total, five non-randomized controlled trials, 22 , 25 , 34 , 35 , 38 four uncontrolled before-and-after studies, 26 , 30 , 33 , 37 eight post-intervention survey or interview studies, 23 , 24 , 27 – 29 , 31 , 32 , 39 and one case series study 36 were included. Figure 1 PRISMA flow diagram showing the number of records and studies identified during the search process, screened for relevance, assessed for eligibility and included in the synthesis.…”
Section: Resultsmentioning
confidence: 99%
“…Geographically, 12 studies were performed in the USA, 22 – 24 , 26 – 28 , 30 – 32 , 36 – 38 three in the European Union, 25 , 34 , 39 and one each in Canada, 29 New Zealand, 35 and Singapore. 33 …”
Section: Resultsmentioning
confidence: 99%
“…The studies described the following: medical students providing patient education during clerkships aimed at learning to provide patient education; 26 – 28 , 31 , 35 medical students providing patient education courses or other types of teaching to patients and family members; 24 , 25 , 29 , 30 , 32 medical students supporting patients in the context of treatment; 22 , 38 , 39 medical students performing patient education to reach underserved communities; 23 , 33 , 37 and medical students providing patient education in a student-run clinic or teaching clinic 34 , 36 (Table 1 ).…”
Section: Resultsmentioning
confidence: 99%
“…Most involved student participation in providing patient education in primary care. 24 , 26 – 28 , 31 , 36 , 37 Others involved medical students in the community, 23 , 29 , 32 , 33 in the surgical department, 38 , 39 the emergency department, 22 , 25 in psychiatry, 30 , 38 or in rural practice. 35 Specifically, medical students provided patient education with regard to diabetes, 23 , 26 – 28 , 31 – 33 hypertension, 23 , 28 , 32 , 33 , 37 mental illnesses, 28 , 32 arthritis, 28 cardiac arrest, 25 communicating with care professionals, 29 treatment plans and options, 38 surgical procedures, 39 discharge instructions, 22 use of digital tools, 24 medication, 33 , 36 disease-related lifestyle issues, 30 , 32 , 37 and self-care.…”
BackgroundStudies suggest that involving students in patient education can contribute to the quality of care and medical education. Interventions and outcomes in this field, however, have not yet been systematically reviewed. The authors examined the scientific literature for studies on interventions and outcomes of student-provided patient education.MethodsFour databases (MEDLINE, EMBASE, ERIC, PsycINFO) were searched for studies reporting patient education, undergraduate medical students, and outcomes of patient education, published between January 1990 and October 2015. Facilitators of and barriers to educational interventions were assessed using the Learning Transfer System Inventory. The learning yield, impact on quality of care, and practical feasibility of the interventions were rated by patients, care professionals, researchers, and education professionals.ResultsThe search resulted in 4991 hits. Eighteen studies were included in the final synthesis. Studies suggested that student-provided patient education improved patients’ health knowledge, attitude, and behavior (nine studies), disease management (three studies), medication adherence (one study), and shared decision-making (one study). In addition, involving students in patient education was reported to enhance students’ patient education self-efficacy (four studies), skills (two studies), and behavior (one study), their relationships with patients (two studies), and communication skills (two studies).DiscussionOur findings suggest that student-provided patient education—specifically, student-run patient education clinics, student-provided outreach programs, student health coaching, and clerkships on patient education—has the potential to improve quality of care and medical education. To enhance the learning effectiveness and quality of student-provided patient education, factors including professional roles for students, training preparation, constructive supervision, peer support on organizational and individual levels, and learning aids should be taken into account. Future research should focus on further investigating the effects found in this study with high-level evidence.
“…Diese Ergebnisse stimmen damit ü berein, dass man generell einem positiven Selbstwertgef ü hl im Jugendalter die Rolle einer zentralen Ressource einr ä umt [17] . F ü r die Rehabilitationsmedizin bedeutet dies, dass man durch die F ö rderung und Schulung der kommunikativen Kompetenzen des Arztes bewirken kann, dass der Jugendliche in der Rehabilitation mehr Verantwortung f ü r das Krankheitsmanagement ü bernimmt [18] . Bisher ist wenig bekannt, wie Jugendliche die Kommunikationseff ektivit ä t in einem pers ö nlichen Arztgespr ä ch erleben, wie sie die eigene Ä ngstlichkeit und Nervosit ä t bewerten und inwieweit diese Aspekte miteinander korrelieren.…”
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