a Educational Leadership, Evaluation, & Organizational Development, University of Louisville , Louisville , Kentucky , USA.
b Undergraduate Medical Education, University of Louisville School of Medicine , Louisville , Kentucky , USA.
Teach Learn Med. 2019 Aug-Sep;31(4):453-465. doi: 10.1080/10401334.2019.1580583. Epub 2019 Mar 12.
: Persons over age 65 constitute a large proportion of patients presenting for healthcare services; therefore, physicians must be prepared to provide care to patients that face degenerative neurological diseases. Medical students can have difficulty identifying and caring for older patients with neurological difficulties, and often perceive neurology to be a challenging specialty. Medical education service-learning programming that engages community members and medical students, while fostering specialized neurology training, may help improve care for this patient population. : We developed the for first year medical students (M1s), which involved pairing students with patients with Parkinson's disease (PD) to engage in a social relationship. Students attended monthly seminars covering a range of topics specific to PD patient care and met with their PD buddies throughout the year. A mixed-methods approach was used to evaluate the program and involved pre/post assessments, as well as focus groups with both students and patients. : The University of Louisville's School of Medicine and College of Education implemented this volunteer service-learning program for students by partnering with a locally based nonprofit, dedicated to serving PD patients. A total of 70 (35 M1s and 35 PD patients) participated. : Students' total correct PD knowledge scores significantly increased after participation with a large effect size ( = 14.77, [ = 2.57]; = 19.69 [ = 2.06], = 1.64) and a paired t-test indicated a significant change in students' Parkinson's Attitude Scale scores ( (34) = 2.22, < .05). Ninety-one percent of students (31) indicated they would recommend the program and 82% (29) indicated they would participate again. During focus groups, students reflected on the relationships they formed with their buddies, indicating the program provided a support system while helping them learn about PD. Patients indicated the program expanded their social circle and meetings with M1s were beneficial. : An experiential learning opportunity can help medical students become better acquainted with patients living with a neurological disease. We identified an impact on PD patients' self-efficacy and social behavior that was not originally expected. We learned the importance of incorporating active learning modalities such as PD buddy panels and peer-to peer group discussions. The resources required to implement programs like ours can be lightened by engaging with local community partners and collaborating within and outside departments.
: 65 岁以上的人在寻求医疗服务的患者中占很大比例；因此，医生必须准备好为面临神经退行性疾病的患者提供护理。医学生可能难以识别和照顾有神经问题的老年患者，并且通常认为神经病学是一个具有挑战性的专业。通过让社区成员和医学生参与并培养专门的神经病学培训，医疗教育服务学习计划可能有助于改善对这一患者群体的护理。 : 我们为一年级医学生（M1）开发了[方案名称]，该方案涉及将学生与帕金森病（PD）患者配对，以建立社交关系。学生每月参加涵盖 PD 患者护理特定主题的研讨会，并在全年与他们的 PD 伙伴会面。采用混合方法评估该计划，包括前后评估以及与学生和患者的焦点小组。 : 路易斯维尔大学医学院和教育学院通过与一家专门为 PD 患者服务的当地非营利组织合作，为学生实施了这个志愿者服务学习计划。共有 70 人（35 名 M1 和 35 名 PD 患者）参与其中。 : 学生的 PD 知识总得分在参与后显著增加，具有较大的效应量（ = 14.77，[ = 2.57]； = 19.69 [ = 2.06]， = 1.64），配对 t 检验表明学生帕金森病态度量表的分数有显著变化（ (34) = 2.22， <.05）。91%的学生（31 人）表示他们会推荐该计划，82%（29 人）表示他们会再次参与。在焦点小组中，学生们反思了他们与伙伴建立的关系，表明该计划在帮助他们了解 PD 的同时提供了一个支持系统。患者表示该计划扩大了他们的社交圈子，与 M1 的会面很有帮助。 : 体验式学习机会可以帮助医学生更好地了解患有神经疾病的患者。我们发现对 PD 患者的自我效能感和社交行为产生了意想不到的影响。我们了解了纳入 PD 伙伴小组和同伴之间的小组讨论等主动学习模式的重要性。通过与当地社区合作伙伴合作，并在部门内和部门外协作，可以减轻实施类似计划所需的资源。
