Is person‐centred medical education an aim or an empty promise?

Koopman, Wilma J.; LaDonna, Kori A

doi:10.1111/medu.14785

Cited by 6 publications

(9 citation statements)

References 7 publications

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Section: Discussionmentioning

confidence: 99%

“…30 Similarly, since parents expressed fear of diminished care for their children if they critique or give feedback to trainees, the expertise trainees need to become competent, patient-centered practitioners will remain untapped unless medical education shifts to become safer and more inclusive of patient and family involvement in teaching. 18,30 In the meantime, given the valid concerns raised by participants about parent well-being, carefully planned teachable moments can reduce learner stress and improve confidence, promoting a shift in focus from a checklist approach to one that is improvisational and aimed at building rapport and enacting empathy. 31,32 Debriefing about difficult conversations will also support active coaching dialogues for next steps in learning.…”

Section: Setting Trainees Up For Successmentioning

confidence: 99%

“…Since the absence of patient, family, and allied health provider perspectives is particularly glaring across medical education research and practice, 16 our purpose was to generate a multiperspective understanding of how "on-the-job" training influences trainee performance. By eliciting physician supervisors' , allied health professionals' , and NICU parents' perspectives about difficult conversations with trainees, we aimed to both identify additional training gaps and usefully inform the authentic, nuanced, and person-centered 17,18 educational strategies necessary for filling them.…”

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confidence: 99%

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Set Up to Fail? Barriers Impeding Resident Communication Training in Neonatal Intensive Care Units

Cheng,

Molinaro,

Ott

et al. 2023

Academic Medicine

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Purpose: Learning to navigate difficult clinical conversations is an essential feature of residency training, yet much of this learning occurs “on the job,” often without the formative, multisource feedback trainees need. To generate insight into how on the job training influences trainee performance, the perspectives of parents and health care providers (HCPs) who engaged in or observed difficult conversations with Neonatal Intensive Care Unit (NICU) trainees were explored. Method: The iterative data generation and analysis process was informed by constructivist grounded theory. Parents (n=14) and health care providers (n=10) from 2 Canadian NICUs were invited to participate in semi-structured interviews informed by rich pictures—a visual elicitation technique useful for exploring complex phenomena like difficult conversations. Themes were identified using the constant comparative approach. The study was conducted between 2018-2021. Results: According to participants, misalignment between parents’ and trainees’ communication styles, HCPs intervening to protect parents when trainee-led communication went awry, the absence of feedback, and a culture of sole physician responsibility for communication all conspired against trainees trying to develop communication competence in the NICU. Given beliefs that trainees’ experiential learning should not trump parents’ well-being, some physicians perceived the art of communication was best learned by observing experts. Sometimes, already limited opportunities for trainees to lead conversations were further constricted by perceptions that trainees lacked the interest and motivation to focus on so called ‘soft’ skills like communication during their training. Conclusions: Parents and NICU staff described that trainees face multiple barriers against learning to navigate difficult conversations that may set them up to fail. A deeper understanding of the layered challenges trainees face, and the hierarchies and sociocultural norms that interfere with teaching, may be the start of breaking down multiple barriers trainees and their clinician supervisors need to overcome in order to succeed.

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Section: Discussionmentioning

confidence: 99%

Section: Setting Trainees Up For Successmentioning

confidence: 99%

mentioning

confidence: 99%

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Set Up to Fail? Barriers Impeding Resident Communication Training in Neonatal Intensive Care Units

Cheng,

Molinaro,

Ott

et al. 2023

Academic Medicine

Self Cite

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“…Furthermore, real patients would be included, who would observe the students' performance in various real cases in order to evaluate them in terms of their competency in "emotional understanding". As such, "involving patients in teaching and assessment" has previously been identified as important for improving person-centeredness [72].…”

Section: Discussionmentioning

confidence: 99%

Digital Technologies to Provide Humanization in the Education of the Healthcare Workforce: A Systematic Review

et al. 2023

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Objectives: The need to incentivize the humanization of healthcare providers coincides with the development of a more technological approach to medicine, which gives rise to depersonalization when treating patients. Currently, there is a culture of humanization that reflects the awareness of health professionals, patients, and policy makers, although it is unknown if there are university curricula incorporating specific skills in humanization, or what these may include. Therefore, the objectives of this study are as follows: (1) to identify what type of education in humanization is provided to university students of Health Sciences using digital technologies; and (2) determine the strengths and weaknesses of this education. The authors propose a curriculum focusing on undergraduate students to strengthen the humanization skills of future health professionals, including digital health strategies. Methods: A systematic review, based on the scientific literature published in EBSCO, Ovid, PubMed, Scopus, and Web of Science, over the last decade (2012–2022), was carried out in November 2022. The keywords used were “humanization of care” and “humanization of healthcare” combined both with and without “students”. Results: A total of 475 articles were retrieved, of which 6 met the inclusion criteria and were subsequently analyzed, involving a total of 295 students. Three of them (50%) were qualitative studies, while the other three (50%) involved mixed methods. Only one of the studies (16.7%) included digital health strategies to train humanization. Meanwhile, another study (16.7%) measured the level of humanization after training. Conclusions: There is a clear lack of empirically tested university curricula that combine education in humanization and digital technology for future health professionals. Greater focus on the training of future health professionals is needed, in order to guarantee that they begin their professional careers with the precept of medical humanities as a basis.

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“…In sum, we see this commentary as a call for action towards opening up learning conversations beyond near‐peer relationships. Perhaps inviting patients into such relationships and the conversations they enable can help transform person‐centredness from an empty promise 13 to a structural component of healthcare delivery and training for current and future healthcare professionals.…”

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confidence: 99%

Opening up learning conversations: Including patients

Sehlbach

Rowland

2022

Medical Education

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Is person‐centred medical education an aim or an empty promise?

Abstract: The authors argue that person‐centered learning demands that biomedical and experiential expertise coalesce. To achieve that, involving patients in teaching and assessment is essential.

Cited by 6 publications

References 7 publications

Set Up to Fail? Barriers Impeding Resident Communication Training in Neonatal Intensive Care Units

Set Up to Fail? Barriers Impeding Resident Communication Training in Neonatal Intensive Care Units

Digital Technologies to Provide Humanization in the Education of the Healthcare Workforce: A Systematic Review

Opening up learning conversations: Including patients

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