Through patient eyes: Can third-year medical students deliver the care patients expect?

Hoffman, Kimberly; Griggs, Melissa; Donaldson, Joe F.; Rentfro, Allison Carothers; Lu, Wei-Hsin

doi:10.3109/0142159x.2014.947931

Cited by 5 publications

(3 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Further “touch points” are provided through required reflection exercises each year and in our longitudinal professional development curriculum, COMPASS (Contemplating Medicine, Patients, Self and Society). After our Patient-Centered Objective Structured Clinical Examination, 17 students are asked to self-assess their abilities to deliver patient-centered care. Students specifically revisit the statements developed in orientation 3 additional times throughout their time in medical school to reflect on progress toward achieving their own and the School’s goals for them as future physicians.…”

Section: Discussionmentioning

confidence: 99%

Journeying to the White Coat Ceremony: A description of the people, situations and experiences that inform student visions of the physician they hope to become

Brown

Donaldson

Warne-Griggs

et al. 2017

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

Little is known about the experiences that influence entering medical students’ internal concepts of themselves as future physicians. During orientation to medical school, students were asked to write stories in response to the cue, “Tell a story about a person or experience that inspired you to consider a career of service in medicine.” Qualitative methodology was employed to analyze 190 student stories. Thematic analysis identified descriptive details about content and allowed comparison between the students’ and School’s expectations. Inspirational settings, contexts, and individuals were identified. Nine different inspirational events were described. Student and School expectations for the kinds of physicians they hoped to become were generally consistent. The study demonstrates that students do indeed bring to medical school visions of the kinds of physicians they hope to become. Linking that vision with medical school activities including the White Coat Ceremony provides a bridge between medical school and students’ earlier lives, thus explicitly linking orientation to professional formation.

show abstract

Section: Discussionmentioning

confidence: 99%

Journeying to the White Coat Ceremony: A description of the people, situations and experiences that inform student visions of the physician they hope to become

Brown

Donaldson

Warne-Griggs

et al. 2017

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

show abstract

“…Specifically, I can help educators in HPE in the design, development, and assessment of patient-simulations that focus on teaching HCPs the cognitive, social, and personal skills needed to communicate effectively with patients (2). Literature supports that, unlike patient-actors, real-patient involvement in the design of simulation scenarios, as well as in the assessment of HCPs who participate in them, brings a degree of authenticity that many HCPs attribute to their ability to communicate with patients in more patient-centered and meaningful ways (5,6).…”

Section: My Perspective As a Patient On Active Involvement Of Patient...mentioning

confidence: 99%

“…Active patient involvement in the education of health care providers (HCPs) is essential for HCPs' successful delivery of patient-centred care (PCC), but this is not a mainstream occurrence along the continuum of health professions education (HPE) (1). This involvement could be improved if HCPs learned from patients' perspectives on how and why they want to be involved in the education of HCPs (2,3). This article provides my perspective on the importance of hearing and integrating patients' voices in the education of HCPs from 2 lenses, as a patient and as a nurse.…”

Section: Introductionmentioning

confidence: 99%

A Personal Perspective on Patient Involvement in Educating Health Care Providers: From Two Lenses

Adam

2021

Journal of Patient Experience

View full text Add to dashboard Cite

This article provides my perspective on the importance of hearing and integrating patients’ voices in the education of health care providers from 2 lenses, as a patient and as a nurse. It highlights why and how patients should be actively involved in health professions education. It is important that health care professions be reminded that patients want to be involved in health professions education; this will enable them to establish meaningful partnerships with patients along the continuum of their education, as well as improve upon their delivery of patient-centred care.

show abstract

Fellow use of medical jargon correlates inversely with patient and observer perceptions of professionalism: results of a rheumatology OSCE (ROSCE) using challenging patient scenarios

et al. 2015

View full text Add to dashboard Cite

The NYC Rheumatology Objective Structured Clinical Examination (NYC-ROSCE) is held annually to assess fellow competencies. We recently redesigned our OSCE to better assess subspecialty trainee communication skills and professionalism by developing scenarios in which the patients encountered were psychosocially or medically complex. The objective of this study is to identify which types of verbal and non-verbal skills are most important in the perception of professionalism in the patient-physician interaction. The 2012-2013 NYC-ROSCEs included a total of 53 fellows: 55 MD evaluators from 7 NYC rheumatology training programs (Hospital for Special Surgery-Weill Cornell (HSS), SUNY/Downstate, NYU, Einstein, Columbia, Mount Sinai, and North Shore/Long Island Jewish (NSLIJ)), and 55 professional actors/standardized patients participated in 5 stations. Quantitative fellow performance assessments were made on the following: maintaining composure; partnering with the patient; honesty; professionalism; empathy; and accountability. Free-text comments were solicited regarding specific strengths and weaknesses. A total of 53/53 eligible (100 %) fellows were evaluated. MD evaluators rated fellows lower for professionalism than did the standardized patients (6.8 ± 0.6 vs. 7.4 ± 0.8, p = 0.05), suggesting that physicians and patients view professionalism somewhat differently. Fellow self-evaluations for professionalism (6.6 ± 1.2) were concordant with those of the MD evaluators. Ratings of empathy by fellows themselves (6.6 ± 1.0), MD evaluators (6.6 ± 0.7), and standardized patients (6.6 ± 1.1) agreed closely. Jargon use, frequently cited by evaluators, showed a moderate association with lower professionalism ratings by both MD evaluators and patients. Psychosocially challenging patient encounters in the NYC-ROSCE permitted critical assessment of the patient-centered traits contributing to impressions of professionalism and indicate that limiting medical jargon is an important component of the competency of professionalism.

show abstract

Through patient eyes: Can third-year medical students deliver the care patients expect?

Abstract: Incorporating the patients' perspective aids in better understanding professional competencies and legitimizes the assessment.

Cited by 5 publications

References 20 publications

Journeying to the White Coat Ceremony: A description of the people, situations and experiences that inform student visions of the physician they hope to become

Journeying to the White Coat Ceremony: A description of the people, situations and experiences that inform student visions of the physician they hope to become

A Personal Perspective on Patient Involvement in Educating Health Care Providers: From Two Lenses

Fellow use of medical jargon correlates inversely with patient and observer perceptions of professionalism: results of a rheumatology OSCE (ROSCE) using challenging patient scenarios

Contact Info

Product

Resources

About