Sims Shireen Madani, Lynch James W
Department of Obstetrics and Gynecology, University of Florida College of Medicine, Gainesville, FL, USA;
Department of Medicine, University of Florida College of Medicine, Gainesville, FL, USA.
Med Educ Online. 2016 Aug 11;21:31760. doi: 10.3402/meo.v21.31760. eCollection 2016.
The College of Medicine at our institution underwent a major curricular revision in order to develop a patient-centered context for learning. The admission process was revised to reflect this change, adopting a holistic review process, with the hope of attracting students who were particularly well suited to a patient-centered curriculum and learning culture.
Patients from a single practitioner, who were accustomed to working with medical students, were asked if they would like to select the next generation of physicians. The patient's experience included a brief didactic presentation related to the patient's diagnosis and treatment. This was followed by an informal session with the applicants and the physician, where they shared their story in a small group setting. They were encouraged to share their experiences with the healthcare system, both positive and negative. The goal was to allow applicants to glean the importance of the human aspects of disease in our institutional culture of learning.
The response and experience were overwhelmingly positive for the patients who donated their time to participate and for our applicants. Follow-up surveys indicated that our applicants found the experience to be unique and positive. Many of the students who chose to attend our university cited the interview experience and learning culture as factors that influenced their choice of medical schools. In addition, the Liaison Committee on Medical Education cited the favorability of the admission process in their recent site visit.
Now in its fifth year, we can say that the inclusion of patients as part of the interview day is feasible as part of our admission process. We continue to make changes and monitor our progress, and we have added several other faculty members and specialties in order to ensure the program is sustainable.
我们机构的医学院进行了一次重大的课程修订，以便为学习营造以患者为中心的环境。招生流程也进行了修订以反映这一变化，采用了全面评估流程，希望吸引特别适合以患者为中心的课程和学习文化的学生。
来自一位习惯与医学生合作的单一从业者的患者被询问是否愿意挑选下一代医生。患者的体验包括一个与患者诊断和治疗相关的简短教学演示。随后是申请人与医生的非正式会面，他们在小组环境中分享自己的故事。鼓励他们分享在医疗保健系统中的经历，包括正面和负面的经历。目的是让申请人在我们的机构学习文化中领会疾病人文方面的重要性。
对于抽出时间参与的患者和我们的申请人来说，反馈和体验总体上是积极的。后续调查表明我们的申请人认为这种体验独特且积极。许多选择就读我们大学的学生将面试体验和学习文化列为影响他们选择医学院校的因素。此外，医学教育联络委员会在最近的实地考察中提到了招生流程的有利之处。
如今该举措已实施五年，我们可以说将患者纳入面试日作为招生流程的一部分是可行的。我们继续做出改变并监测进展情况，并且增加了其他几位教员和专业领域以确保该项目能够持续下去。
