Phenomenological analysis of patient experiences of medical student teaching encounters

McLachlan, Emma; King, Nigel; Wenger, Étienne; Dornan, Tim

doi:10.1111/j.1365-2923.2012.04332.x

Cited by 41 publications

(41 citation statements)

References 37 publications

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“…Interpretative and reflexive thoughts and ideas were recorded in memos. A subset of four transcripts was then analyzed, during which themes were revised, split and clustered under broader themes, resulting in an initial template [21,24]. This template was developed into a network depicting the relationships between themes and how low hierarchy themes could be associated with multiple high hierarchy themes.…”

Section: Discussionmentioning

confidence: 99%

‘I still have no idea why this patient was here’: An exploration of the difficulties GP trainees experience when gathering information

Giroldi¹,

Veldhuijzen²,

Leve³

et al. 2015

Patient Education and Counseling

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Section: Discussionmentioning

confidence: 99%

‘I still have no idea why this patient was here’: An exploration of the difficulties GP trainees experience when gathering information

Giroldi¹,

Veldhuijzen²,

Leve³

et al. 2015

Patient Education and Counseling

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“…Isto porque, muitas vezes, pressupõe-se a Pode-se perceber que o entrevistado adjetiva a visita mé-dica com os termos bonito/bom por entender seu objetivo ligado à formação médica e à transmissão de conhecimentos. Dados semelhantes foram encontrados numa pesquisa em que os entrevistados avaliaram ser importante o médico ajudar os estudantes inseguros da prática médica, auxiliando a torná-los mais confiantes, beneficiando os alunos e, consequentemente, a sociedade 20 . Em ambas as pesquisas, os pacientes veem como algo belo a "reunião" e a "união" dos médicos no momento da visita em prol do aprendizado.…”

Section: Oxente E é Essa Boiada Todinha é Eu Não Tô Entendendo Nãounclassified

O Paciente e a Vivência da Visita Médica à Beira do Leito

Silva

Alencar

2016

Rev. bras. educ. med.

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“…Studies have also revealed that patients may express concerns about students’ access to patient records and discussing personal matters. Patients’ negative statements are also related to encountering uncertain or disinterested students and exclusion of communication between student and supervisor [5-8]. …”

Section: Introductionmentioning

confidence: 99%

Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study

et al. 2014

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BackgroundIt is well known that patients’ involvement in health care students’ learning is essential and gives students opportunities to experience clinical reasoning and practice clinical skills when interacting with patients. Students encounter patients in different contexts throughout their education. However, looking across the research providing evidence about learning related to patient-student encounters reveals a lack of knowledge about the actual learning process that occurs in encounters between patients and students. The aim of this study was to explore patient-student encounters in relation to students’ learning in a patient-centered health-care setting.MethodsAn ethnographic approach was used to study the encounters between patients and students. The setting was a clinical education ward for nursing students at a university hospital with eight beds. The study included 10 observations with 11 students and 10 patients. The observer followed one or two students taking care of one patient. During the fieldwork observational and reflective notes were taken. After each observation follow-up interviews were conducted with each patient and student separately. Data were analyzed using an ethnographic approach.ResultsThe most striking results showed that patients took different approaches in the encounters with students. When the students managed to create a good atmosphere and a mutual relationship, the patients were active participants in the students’ learning. If the students did not manage to create a good atmosphere, the relationship became one-way and the patients were passive participants, letting the students practice on their bodies but without engaging in a dialogue with the students.ConclusionsPatient-student encounters, at a clinical education ward with a patient-centred pedagogical framework, can develop into either a learning relationship or an attending relationship. A learning relationship is based on a mutual relationship between patients and students resulting in patients actively participating in students’ learning and they both experience it as a joint action. An attending relationship is based on a one-way relationship between patients and students resulting in patients passively participating by letting students to practice on their bodies but without engaging in a learning dialogue with the students.

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Phenomenological analysis of patient experiences of medical student teaching encounters

Cited by 41 publications

References 37 publications

‘I still have no idea why this patient was here’: An exploration of the difficulties GP trainees experience when gathering information

‘I still have no idea why this patient was here’: An exploration of the difficulties GP trainees experience when gathering information

O Paciente e a Vivência da Visita Médica à Beira do Leito

Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study

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