Making knowledge clips with patients: What learning mechanisms are triggered in medical students?

Eijkelboom, Charlotte; Kalee, M Melanie; Kleijn, R A M Renske de; Wijngaarden, J J Jacqueline van; Jonge, R R Roos de; Schaaf, M F Marieke van der; Frenkel, Joost

doi:10.1016/j.pec.2022.06.008

Cited by 5 publications

(3 citation statements)

References 34 publications

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“…The knowledge clips were short (often animated) videos, where for instance a congenital heart disease is explained. Students developed these knowledge clips in collaboration with a patient and a Communication and Information Sciences (CIS) student [34]. The goal for medical students was learn how to identify a patient's information need, create understandable information, and collaborate with a patient and a CIS student.…”

Section: Context and Participantsmentioning

confidence: 99%

“…In meetings 2 and 3, medical students received patient feedback on their knowledge clip and cooperation skills. The medical student pair also met three times with the CIS student, who provided advice on how to develop audiovisual information and gave feedback on the knowledge clip [34]. In August 2020, twelve medical students from an academic hospital in the center of the Netherlands enrolled in this elective course.…”

Section: Context and Participantsmentioning

confidence: 99%

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Patients as Feedback Providers: Exploring Medical Students’ Credibility Judgments

et al. 2023

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Introduction: Patient feedback is becoming ever more important in medical education. Whether students engage with feedback is partly determined by how credible they think the feedback provider is. Despite its importance for feedback engagement, little is known about how medical students judge the credibility of patients. The purpose of this study was therefore to explore how medical students make credibility judgments regarding patients as feedback providers. Methods: This qualitative study builds upon McCroskey’s conceptualization of credibility as a three-dimensional construct comprising: competence, trustworthiness, and goodwill. Since credibility judgments are shaped by the context, we studied students’ credibility judgments in both a clinical and non-clinical context. Medical students were interviewed after receiving feedback from patients. Interviews were analyzed through template and causal network analysis. Results: Students based their credibility judgments of patients on multiple interacting arguments comprising all three dimensions of credibility. In estimating a patient’s credibility, students reasoned about aspects of the patient’s competence, trustworthiness, and goodwill. In both contexts students perceived elements of an educational alliance between themselves and patients, which could increase credibility. Yet, in the clinical context students reasoned that therapeutic goals of the relationship with patients might impede educational goals of the feedback interaction, which lowered credibility. Discussion: Students’ credibility judgments of patients were a weighing of multiple sometimes conflicting factors, within the context of relationships and their associated goals. Future research should explore how goals and roles can be discussed between students and patients to set the stage for open feedback conversations.

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Section: Context and Participantsmentioning

confidence: 99%

Section: Context and Participantsmentioning

confidence: 99%

Patients as Feedback Providers: Exploring Medical Students’ Credibility Judgments

et al. 2023

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“…However, the volume of person‐centred care content varies broadly in HPE 1 . One acknowledged approach to designing curriculum that is person‐centred is to embed resources that have been co‐produced by patients with lived and living experience 2,3 . In this article, we aim to provide a guideline for the inclusion of asynchronous interdisciplinary video resources that have been co‐produced by patients with lived and living experience.…”

Section: Introductionmentioning

confidence: 99%

How to maximise asynchronous video resources that have been co‐produced with patient partners

Martin,

Hardcastle,

Moyle

et al. 2023

The Clinical Teacher

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Ensuring that health professional education is person centred is vital in the pursuit of person‐centred clinical care. However, the volume of person‐centred care content varies broadly in health professional education. One acknowledged approach to designing curriculum that is person‐centred is to embed resources that have been co‐produced by patients with lived and living experience. In this article, we aim to provide a guideline for the inclusion of asynchronous interdisciplinary video resources that have been co‐produced by patients with lived and living experience.

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Twelve tips for patient involvement in health professions education

Eijkelboom

Brouwers

Frenkel

et al. 2023

Patient Education and Counseling

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Making knowledge clips with patients: What learning mechanisms are triggered in medical students?

Cited by 5 publications

References 34 publications

Patients as Feedback Providers: Exploring Medical Students’ Credibility Judgments

Patients as Feedback Providers: Exploring Medical Students’ Credibility Judgments

How to maximise asynchronous video resources that have been co‐produced with patient partners

Twelve tips for patient involvement in health professions education

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Making knowledge clips with patients: What learning mechanisms are triggered in medical students?

Cited by 5 publications

References 34 publications

Patients as Feedback Providers: Exploring Medical Students&rsquo; Credibility Judgments

Patients as Feedback Providers: Exploring Medical Students&rsquo; Credibility Judgments

How to maximise asynchronous video resources that have been co‐produced with patient partners

Twelve tips for patient involvement in health professions education

Contact Info

Product

Resources

About

Patients as Feedback Providers: Exploring Medical Students’ Credibility Judgments

Patients as Feedback Providers: Exploring Medical Students’ Credibility Judgments