Patients and families as teachers: Inspiring an empathic connection.

Blaylock, Barbara

doi:10.1037/h0091844

Cited by 13 publications

(5 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Patient opinions, willingness and criteria to participate and limitations are crucially important factors in medical education. Just as clinical decision making focuses on shared decision making, so too should medical education focus on the patient as an expert in their own disease and in their ability to participate in medical education or not [ 44 , 45 ]. Exploring patients own opinions and beliefs strengthens shared decision making and empowers the mutual relationship between clinicians, students and patients to everyone’s benefit.…”

Section: Discussionmentioning

confidence: 99%

Validation of a questionnaire exploring patient attitudes towards bedside teaching

et al. 2022

View full text Add to dashboard Cite

Background Bedside teaching (BST) facilitates medical education and has reduced in practice, often due to patient-related concerns. This study aimed to validate a questionnaire exploring patients attitudes towards BST. Methods International guidelines for questionnaire development were followed. Seven steps were included: literature review, patient interviews, development of clear and understandable items, expert validation, cognitive interviewing and pilot testing. Statistical analyses included exploratory factor analysis, internal consistency, investigation of demographic influences and discriminant validity across subscales. Results Following the literature review, 32 interviews were conducted. Potential items were developed, reviewed and adapted. Experts in medical education and statistics reviewed the draft questionnaire. Fifteen patients consented to cognitive testing and 401 consenting patients completed the final version. The median age of participants was 35 years of age (range: 18 to 70 years). Participants included women attending for antenatal (40%), postnatal (32%) and gynaecology issues (28%). Just under one third (29%) had taken part in medical student teaching previously. Statistical analyses found a two-factor solution, consisting of Educate medical professionals and Conditions for participation subscales with good internal consistency; responses did not vary by age or education. Participants who had opted-in for teaching in the ward and bedside endorsed higher levels of Educate medical professionals, suggesting discriminant validity. A majority of patients (> 92%) reported that they were happy to be involved in BST. Patients believed that they should not be asked to participate in BST should they feel stressed or unwell (68.2%). Conclusion This study shows extensive patient support for BST, independent of age or education. The desire to educate is a strong motivating factor. This strong support by patients for BST is an area that medical schools and universities can potentially develop. Future versions of this questionnaire may include virtual bedside teaching, in the context of social distancing.

show abstract

Section: Discussionmentioning

confidence: 99%

Validation of a questionnaire exploring patient attitudes towards bedside teaching

et al. 2022

View full text Add to dashboard Cite

show abstract

“…The Medical Education theory of "Patient as Teacher" redefines education so that patients, service users and clients, rather than clinicians, are the teachers [28][29][30] . "Patients as Teachers" have been formally graded into four different levels, from informal (passive educational role, or working with a clinician as facilitator) to formal (acting as an expert and trained teacher with a more active role in education, curriculum planning or assessment) [30] with most of the research in this area focused on the formal levels [31][32][33][34][35]. This study would suggest that even "traditional" patients, in an informal role, feel they are the best people to learn from.…”

Section: Discussionmentioning

confidence: 99%

Patient perspectives of bedside teaching in an obstetrics, Gynaecology and neonatology hospital

et al. 2020

View full text Add to dashboard Cite

Background: Osler taught doctors to "have no teaching without a patient for a text, and the best teaching is that taught by the patient himself". Bedside teaching (BST) facilitates clinical practice of skills, teaches empathy, instils confidence and builds on patient-doctor relationships. However, its use has declined dramatically due to concerns regarding privacy and autonomy. Most of the research in this area concentrates on medical student or academic opinion of BST using survey based methods. This qualitative study aimed to explore the patient's experiences and opinions of BST. Methods: With ethical approval a qualitative study was conducted using semi-structured interviews which were examined using Thematic Analysis. Patients who had participated in a BST tutorial were invited to participate and gave written consent after discussion with a study researcher.Results: Twenty-two patients were interviewed (obstetrics ante-natal [n = 10], obstetrics post-natal [n = 5] and gynaecology [n = 7]) ranging from ages 24-80 yrs. Four major themes were identified, with 11 sub-themes. The major themes included (i) Professional Mannerisms (ii) Privacy and Personal Wellbeing (iii) Quality of Patient Experience of BST and (iv) Clinical Experience and Learning Importance. The reaction of patients toward teaching at the bedside was altruistic and positive, with importance placed on learning. Conclusion: This research supports the concept of patient focused learning, and can reassure faculty that patients largely support its continuation as an integral component in education. Future research aims to extend this assessment to other patient groups with the aim of learning from and improving their experience.

show abstract

“…8–10 Indeed, the IPPC curriculum endorses and utilizes a relational premise for learning, communication, and clinical care that promotes human understanding. 7,11,12…”

Section: Discussionmentioning

confidence: 99%

“…[8][9][10] Indeed, the IPPC curriculum endorses and utilizes a relational premise for learning, communication, and clinical care that promotes human understanding. 7,11,12 A derivative benefit of a program such as this currently reported model may also include participants' self-reporting of being better able to participate in pediatric palliative care advocacy within the hospital. Although the focus of care at modern tertiary children's hospitals in the United States is curative, even our best efforts will not prevent some children from dying.…”

Section: Discussionmentioning

confidence: 99%

Pediatric Palliative Care Instruction for Residents

Carter

Swan

2011

Am J Hosp Palliat Care

View full text Add to dashboard Cite

A 1-day training event for pediatric residents with interdisciplinary staff was held, which was modeled after the Initiative for Pediatric Palliative Care (IPPC). Training included relational communication, cultural humility, pain-symptom management, family-centered care, team problem solving, and strategic planning using didactic, small group, and plenary platforms. Two bereaved parents were co-learners and trainers. Twenty-six interdisciplinary staff participated. A positive impact was measured in new knowledge gained, value in collaborative learning with health care professionals and families, and ability to work with professionals outside participants' own unit. Confidence to advocate for improved pediatric palliative care was also noted. The IPPC curriculum is easily adapted for resident education. Incorporating family members as co-learners and teachers is valuable. Advocacy for pediatric palliative care may follow this type of experience.

show abstract

Patients and families as teachers: Inspiring an empathic connection.

Cited by 13 publications

References 14 publications

Validation of a questionnaire exploring patient attitudes towards bedside teaching

Validation of a questionnaire exploring patient attitudes towards bedside teaching

Patient perspectives of bedside teaching in an obstetrics, Gynaecology and neonatology hospital

Pediatric Palliative Care Instruction for Residents

Contact Info

Product

Resources

About