Dr. Chou is professor, Department of Medicine, University of California, San Francisco, and Veterans Affairs Medical Center, San Francisco, California. Dr. Hirschmann is director, MATRIX Center for Interprofessional Collaboration, Lehigh Valley Health Network, Allentown, Pennsylvania, and assistant professor, Morsani College of Medicine, University of South Florida, Tampa, Florida. Dr. Fortin is associate professor, Department of Medicine, Yale University School of Medicine, New Haven, Connecticut. Dr. Lichstein is professor, Department of Medicine, Wake Forest School of Medicine, Winston-Salem, North Carolina.
Acad Med. 2014 Jul;89(7):1051-6. doi: 10.1097/ACM.0000000000000268.
Relationship-centered care attends to the entire network of human relationships essential to patient care. Few faculty development programs prepare faculty to teach principles and skills in relationship-centered care. One exception is the Facilitator Training Program (FTP), a 25-year-old training program of the American Academy on Communication in Healthcare. The authors surveyed FTP graduates to determine the efficacy of its curriculum and the most important elements for participants' learning.
In 2007, surveys containing quantitative and narrative elements were distributed to 51 FTP graduates. Quantitative data were analyzed using descriptive statistics. The authors analyzed narratives using Burke's dramatistic pentad as a qualitative framework to delineate how interrelated themes interacted in the FTP.
Forty-seven respondents (92%) identified two essential acts that happened in the program: an iterative learning process, leading to heightened personal awareness and group facilitation skills; and longevity of learning and effect on career. The structure of the program's learning community provided the scene, and the agents were the participants, who provided support and contributed to mutual success. Methods of developing skills in personal awareness, group facilitation, teaching, and feedback constituted agency. The purpose was to learn skills and to join a community to share common values.
The FTP is a learning community that provided faculty with skills in principles of relationship-centered care. Four further features that describe elements of this successful faculty-based learning community are achievement of self-identified goals, distance learning modalities, opportunities to safely discuss workplace issues outside the workplace, and self-renewing membership.
以患者为中心的护理关注的是对患者护理至关重要的整个人际关系网络。很少有教师发展计划能让教师教授以患者为中心的护理的原则和技能。一个例外是Facilitator Training Program（FTP），这是美国医疗保健交流学会（American Academy on Communication in Healthcare）拥有 25 年历史的培训项目。作者对 FTP 毕业生进行了调查，以确定其课程的效果以及对参与者学习最重要的因素。
2007 年，向 51 名 FTP 毕业生发放了包含定量和定性元素的调查问卷。使用描述性统计方法对定量数据进行分析。作者使用 Burke 的戏剧性五因分析作为定性框架来分析叙述，以描绘 FTP 中相互关联的主题是如何相互作用的。
47 名受访者（92%）确定了该项目中发生的两个基本行为：迭代学习过程，导致个人意识和小组促进技能的提高；以及学习的持久性和对职业的影响。该计划的学习社区结构提供了场景，参与者是参与者，他们提供支持并为共同的成功做出贡献。发展个人意识、小组促进、教学和反馈技能的方法构成了代理。目的是学习技能并加入一个社区，分享共同的价值观。
FTP 是一个学习社区，为教师提供了以患者为中心的护理原则的技能。描述这个成功的以教师为基础的学习社区的其他四个特征是：实现自我确定的目标、远程学习模式、在工作场所之外安全地讨论工作场所问题的机会以及自我更新的成员资格。
