Genesis of the professional?patient relationship in early practical experience: qualitative and quantitative study (original) (raw)
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Advances in Health Sciences Education, 2014
Patient encounters are central to the provision of learning opportunities for medical students and their development as medical professionals. The primary aim of the study reported in this paper was to discover how partnering medical students with patients with chronic illness in undergraduate learning influenced the development of a patient centred professional identity and professionalism. An exploratory interpretive research design was used to address the research aim within a patient partner program (P3). Three qualitative data collection methods were used: (1) focus groups (2) extended response questionnaire and (3) semi-structured interviews. Data were coded and analysed thematically. The professional identity of medical students is constructed along traditional lines in the preclinical years. Patient-partnership offers a disruption to this development by way of an intersection with patients with chronic illness which potentially allows meaningful construction of what a patient-centred identity should be. This point of reflection provides an opportunity to engage at a higher level in medical identity development and professionalism. The findings discussed in this paper further stimulate the patient-centred agenda by understanding the conflict associated with the student-patient nexus in medical education and its potential for building professionalism and a patient-centred professional identity. To continue the drive for a patient-centred professional identity there must be ongoing engagement with patients in medical education, preferably commencing early in a student's journey so that it becomes the expected norm. This study has highlighted that a true patient-centred emphasis is being encountered too late in their socialisation process.
The patient-physician interactions as seen by undergraduate medical students
Sao Paulo Medical …, 2001
The early insertion of medical students into the practice of medicine has some advantages, such as facing up to the problems prompted by attitudes and values. In the doctor's office there will certainly be chances for such situations to arise, thus indicating an opportunity for the ...
Medical students' professional identity development in an early nursing attachment
Medical …, 2010
Factual general descriptions Female ⁄ male, old ⁄ young, white coat Work-related features Role towards patients Key role, inform and advise patients, short interactions Teamwork ⁄ collaboration Confidence in other team members, hierarchical General characteristics of work Impressive, interesting, satisfying, varied Organisation ⁄ allocation of work Irregular shifts, computerised Workload Busy, work hard, emotional burden, physically demanding Job content ⁄ specific tasks Dirty work, physical care, surgery, cure, administration Complexity of tasks and problems Difficult decisions, routines, making choices Knowledge and skills required Continuing medical education, learning from experience Range of responsibility Leadership, able to do more than they are allowed to External appreciation Status (in society) Underpaid ⁄ well paid, high ⁄ low social status Students' appreciation Respect, admiration, role model, positive general perception
Background: A Developing and Learning Care Unit (DLCU) is a model used in the clinical practice of student nurses that aims at bridging the gap between theory and praxis, by supporting nursing students' learning through supervision in pairs. The aim of this study is to describe how patients experience being cared for by pairs of student nurses. Methods: The study is based on a reflective lifeworld research (RLR) approach founded on phenomenological traditions. Data was collected in lifeworld interviews of 17 patients cared for by pairs of student nurses. The data was explored and analysed for meaning. Results: To be cared for by student nurses, supervised in pairs entails being involved in the students' learning and being met with responsibility and a willingness to care and learn. This means being made the centre of attention, being seen, taken seriously and being listened to as a valuable human being. The students' care is shown to be more flexible and has a more open approach, in comparison to that of the ordinary staff, and they 'do something extraordinary' and give of their time. Conclusions: Pairs of students, who are supervised within a learning model that support students' learning through reflection, can contribute to patient experiences of being given good care.
Interaction with Patients in Understanding Medical Students’ Role as Health Care Providers
Journal of pharmaceutical and biomedical sciences, 2017
Introduction Patient satisfaction after interacting with medical students has not been studied in India yet. Hence this cross-sectional study was planned to gauge patients’ comfort level on interaction with medical students and observe students’ adherence to the principles of informed consent. Methods A pilot-tested questionnaire focusing on introduction, consent, and patients’ perception of hospital stay and comfort, was used to interview 200 patients for 4 months. Number of medical students who took a valid consent and introduced themselves as medical students was compared to the seniority of the students. Patients’ responses were analyzed using SSPS version 17.0. Results Most students did not introduce themselves to patients and did not take consent before history-taking and examination. However, patients seemed to display significant levels of satisfaction and preferred teaching hospital over non-teaching hospital. Involvement of relatives was seen in very few cases. Questions a...
Advances in Health Sciences Education
Interprofessional teamwork between healthcare professionals is integral to the delivery of safe high-quality patient care in all settings. Recent reforms of medical education curricula incorporate specific educational opportunities that aim to foster successful interprofessional collaboration and teamwork. The aim of this study was to explore the impact of curriculum reform on medical students' perceptions of their interactions and team-working with nurses. We gathered data from 12 semi-structured individual narrative interviews with a purposive sample of male (n = 6) and female (n = 6) medical students from fourth year (n = 6 following an integrated curriculum) and fifth year (n = 6 following a traditional curriculum). Data were subject to narrative analysis which was undertaken using NVivo software. Overall, there was no notable difference in the responses of the participants on the traditional and integrated curricula about their interactions and team work with nurses. However, the introduction of an integrated medical curriculum was viewed positively but a lack of interprofessional education with nursing students, removal of a nursing placement and shorter clinical placements were perceived as lost opportunities for the development of educationally beneficial relationships. The participants reported that nurses play a number of roles in clinical practice which underpin patient safety including being medical educators who provide a valuable source of support for medical students. The participants highlighted different factors that could hinder or foster effective working relationships such as a lack of understanding of nurses' different professional roles and mutual respect. Medical education needs to provide students with more structured opportunities to work with and learn from nurses in clinical practice. Further research could explore how to foster positive relationships between medical students and nurses.
The Relationship of Doctors and Patients in a Educational Hospital
Cendana Medical Journal, 2023
The doctor-patient relationship, in this case communication, empathy and ways of serving patients, can be explored from an early age and continue to be developed and upheld by a doctor for successful therapy and in an effort to improve public health in the future within the educational hospital environment. The purpose of this review article is to determine the importance of the doctor-patient relationship in a educational hospital environment. This review uses 40 journals as sources in order to improve doctor-patient relationships in educational hospitals. From this review it can be concluded that the main goal that young doctors are expected to achieve apart from medical science is soft skills in the form of how to create optimal therapeutic relationships with patients which can be practiced continuously during the professional education period at the Educational hospital.
Education for Primary Care
Background: To explore graduates' perceptions of significant factors affecting professional identity formation (PIF) throughout their graduate medical school education journey and early practice years. Methods: A qualitative study with medical graduates using non-probability sampling. Data collected with graduates via face to face and telephone interviews. Interviews (n = 9) completed with medical graduates of the School of Medicine, University of Limerick. Results: Graduates described their experiences in general practice, during the early patient contact programme and the longitudinal integrated clerkship (LIC) as highly influential. The lasting impact of positive role models was highlighted. The importance of socialisation and entering a community of practice were identified as drivers of professional development. Role modelling and mentorship between students and GP tutors were pivotal as part of early clinical years and clinical LIC. This seemed to have a positive influence on graduate's consideration of general practice as a future career pathway. Conclusion: Professional identity formation occurs for medical students who participate in early patient contact programmes and longitudinal integrated clerkships in GP. Factors such as positive role modelling, good mentorship, communities of practice and a positive learning environment appear to be the main contributors to this process. Experiences as part of longitudinal integrated clerkships are meaningful for graduates, regardless of postgraduate specialisation choices. Educators should acknowledge this when designing medical curricula to ensure that students' professional identity formation is optimally facilitated. Training should be available to support the educators involved in longitudinal integrated clerkships, as they become role models and mentors to students.