Using thoughtful questions as a new pedagogy for teaching patient-centred care

Abstract

large number of resources such as radiological images, laboratory results, videos and management guidelines. The evaluation mode can be used for the purpose of evaluating students' decision-making and communication skills. To date, 30 scenarios involving patients with different medical problems have been developed and VPL has been used on a trial basis in Qatar, Lebanon, the UAE, Italy and France. What lessons were learned? Because it is highly authentic and extends beyond the simple acquisition of knowledge, we believe that VPL will gradually replace the traditional less authentic forms of PBL. First-hand experience with this innovative approach showed that most students and faculty staff enjoyed using the tool and that it encouraged them to be more focused and systematic throughout the medical interview. Students seemed to feel more accountable for their decisions and more involved in deciding how to manage the patient's problem. Further work is needed to explore the potential positive effects of VPL on clinical reasoning and communication skills that might be accrued by introducing such learning support at early or later stages of the medical curriculum. REFERENCE 1 Jin J, Bridges SM. Educational technologies in problem-based learning in health sciences education: a systematic review. J Med Internet Res 2014;16 (12):e251.

Optimising planned medical education strategies to develop learners' person‐centredness: A realist review

“…Out of these papers, 31 interventions offered a combination of the components that enabled both mechanisms to be triggered: person‐centred theory, meaningful experiences and opportunity to make sense of one's responses to learning. Only five papers that contributed to these explanations offered experiences without theory or sense‐making opportunities 63,68,73,84,87 . The experiences offered in these five interventions were either longitudinal in nature or involved an active person‐centred role in caring for patients, both of which are likely to have enabled students to personally reflect on the relevance of person‐centredness to clinical practice.…”

“…Critical analysis of these four statements identified two overarching mechanisms that prompted change towards person‐centredness: greater clarity on the relevance of person‐centredness to clinical practice and support to process emotions and challenge assumptions. Thirty‐six papers contributed to explanations on perspective transformation towards person‐centredness 49,58,59,63–95 . Out of these papers, 31 interventions offered a combination of the components that enabled both mechanisms to be triggered: person‐centred theory, meaningful experiences and opportunity to make sense of one's responses to learning.…”

“…Thirty‐six papers contributed to explanations on perspective transformation towards person‐centredness. 49 , 58 , 59 , 63 , 64 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , 74 , 75 , 76 , 77 , 78 , 79 , 80 , 81 , 82 , 83 , 84 , 85 , 86 , 87 , 88 , 89 , 90 , 91 , 92 , 93 , 94 , 95 Out of these papers, 31 interventions offered a combination of the components that enabled both mechanisms to be triggered: person‐centred theory, meaningful experiences and opportunity to make sense of one's responses to learning. Only five papers that contributed to these explanations offered experiences without theory or sense‐making opportunities.…”

“…Only five papers that contributed to these explanations offered experiences without theory or sense‐making opportunities. 63 , 68 , 73 , 84 , 87 The experiences offered in these five interventions were either longitudinal in nature or involved an active person‐centred role in caring for patients, both of which are likely to have enabled students to personally reflect on the relevance of person‐centredness to clinical practice.…”