医疗专业课程开发中的患者体验
Patient Experience in Health Professions Curriculum Development.
作者信息
Molley Scott, Derochie Amy, Teicher Jessica, Bhatt Vibhuti, Nauth Shara, Cockburn Lynn, Langlois Sylvia
机构信息
Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Ontario, Canada.
Faculty of Medicine, University of Toronto, Canada Faculty of Medicine, University of Toronto, Canada.
出版信息
J Patient Exp. 2018 Dec;5(4):303-309. doi: 10.1177/2374373518765795. Epub 2018 May 15.
UNLABELLED
To enhance student learning, many health profession programs are embracing involvement of patients in their curricula, yet little is known about the impact of such an experience on patients.
OBJECTIVE
To understand the experiences of patients who contributed to the creation of a Verbatim Reader's Theater used in health professions curriculum.
METHODS
A semi-structured interview was conducted with a focus group of 3 patients who participated in curriculum development. The interview was recorded, transcribed verbatim, and analyzed for themes using van Manen approach to hermeneutic phenomenology.
RESULTS
Five themes emerged: (1) contextualizing contribution, (2) addressing expectations, (3) changing health-care service delivery, (4) sharing common experiences, and (5) coordinating participation.
CONCLUSION
Patients had a positive experience contributing to curriculum development and found meaning in sharing their lived experience to shape the values of future clinicians. Strategies to promote continued success in partnership between patients and health professional curriculum developers include clear communication about the project's direction and early discussion of patient role and expectations.
未标注
为了提高学生的学习效果，许多健康专业项目都在课程中引入了患者参与，但对于这种经历对患者的影响却知之甚少。
目的
了解参与健康专业课程中逐字记录读者剧场创作的患者的经历。
方法
对参与课程开发的3名患者组成的焦点小组进行了半结构化访谈。访谈进行了录音，逐字转录，并使用范曼诠释现象学方法分析主题。
结果
出现了五个主题：（1）将贡献置于情境中，（2）满足期望，（3）改变医疗服务提供方式，（4）分享共同经历，（5）协调参与。
结论
患者在参与课程开发方面有积极的体验，并在分享他们的生活经历以塑造未来临床医生的价值观中找到了意义。促进患者与健康专业课程开发者之间持续成功合作的策略包括明确沟通项目方向以及尽早讨论患者的角色和期望。
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