Henry-Tillman Ronda, Deloney Linda A, Savidge Mildred, Graham C James, Klimberg V Suzanne
Department of Surgery, Division of Surgical Oncology, University of Arkansas for Medical Sciences, 4301 W. Markham, Slot 725, Little Rock, AR 72205, USA.
Am J Surg. 2002 Jun;183(6):659-62. doi: 10.1016/s0002-9610(02)00867-x.
When empathy was presented in a lecture, medical students did not appreciate the topic or have opportunities to practice empathic techniques. The Patient Navigator Project was designed to foster understanding of a patient's experiences and encourage empathic communication.
The project uses experiential learning in an outpatient setting in the first year of training. Each student was to "shadow" a patient during a visit to a surgical oncologist and could observe the patient throughout treatment. Patient consent was obtained. Assignments were made before the appointments. Afterward, students met in small groups to reflect on their experiences.
Patients were willing to let medical students observe their care. Most students reported a positive learning experience and that they learned to see patients as people, not as numbers or diseases.
Requiring individualized patient-centered activities in the preclinical curriculum is challenging owing to the large number of students and the unpredictable nature of patients.
当在讲座中提及同理心时，医学生并不重视这个话题，也没有机会练习同理心技巧。患者导航项目旨在促进对患者经历的理解，并鼓励同理心沟通。
该项目在培训的第一年利用门诊环境中的体验式学习。每个学生在陪同一名患者拜访外科肿瘤学家的过程中“跟踪”该患者，并在整个治疗过程中观察该患者。已获得患者同意。在预约之前进行任务分配。之后，学生们分组会面，反思他们的经历。
患者愿意让医学生观察他们的治疗过程。大多数学生报告称有积极的学习体验，并且他们学会了将患者视为人，而不是数字或疾病。
由于学生数量众多以及患者情况不可预测，在临床前课程中要求开展以患者为中心的个性化活动具有挑战性。
