Department of Pediatrics, University of California Davis Medical Center , Sacramento, CA, USA.
Department of Biochemistry and Molecular Medicine, University of California Davis School of Medicine , Sacramento, CA, USA.
Med Educ Online. 2020 Dec;25(1):1801174. doi: 10.1080/10872981.2020.1801174.
While there are several curricula using patients as educators, little has been published on how they affect student learning and professional development.
To explore what 1 year medical students learn about professional values from a patient-led educational experience and how it affects their professional development.
We piloted a pediatric patient and family-led educational session during the molecular medicine course, with the goal of sharing the experience of caring for a child with a chronic illness. Following the session, students were required to submit a written reflection on what they learned and the impact the session had on them. All reflections from one academic year were qualitatively analyzed by two investigators and organized using HyperRESEARCH software. A content analysis approach was used to generate codes and emergent themes. Two theoretical lenses guided the analyses: Arnold's framework on professional values and the lens of professional identity formation, described as a process by which health care professionals "think, act and feel like a physician.
Students gained an appreciation of professional values, especially humanism and excellence, and how clinician role models reinforce these values. Reflective writings demonstrated recognition among learners that their identity involved being active participants in health care delivery and not just as passive classroom learners. Students were motivated to study diligently and be patient advocates; some questioned their skills in dealing with ambiguity and with the health-care system, resulting in a sense of helplessness.
Students learn the importance of professional attributes and of clinician role models through a pediatric family teaching experience. They are motivated, displaying glimpses of their future role as caregivers and patient advocates; however, some also express fear and doubt their own abilities. Based on this, a debriefing session has been introduced to prevent a negative effect on learner self-efficacy.
虽然有几种课程使用患者作为教育者，但关于他们如何影响学生学习和专业发展的内容却很少被发表。
探讨医学生从以患者为中心的教育体验中学到了哪些关于职业价值观的知识，以及这对他们的专业发展有何影响。
我们在分子医学课程中试点了一次儿科患者和家庭主导的教育课程，旨在分享照顾慢性病患儿的经验。课程结束后，学生需要提交一份书面反思，内容是他们所学的知识以及课程对他们的影响。来自一学年的所有反思都由两位研究者进行了定性分析，并使用 HyperRESEARCH 软件进行了组织。采用内容分析法生成代码和出现的主题。两种理论视角指导了分析：阿诺德的职业价值观框架和专业身份形成的视角，描述了医疗保健专业人员“像医生一样思考、行动和感受”的过程。
学生对职业价值观，特别是人文主义和卓越有了更深的理解，并认识到临床医生榜样如何强化这些价值观。反思性写作表明，学习者认识到他们的身份涉及积极参与医疗保健服务，而不仅仅是作为被动的课堂学习者。学生们受到激励，努力学习并成为患者的倡导者；一些人对自己处理模糊性和医疗保健系统的能力提出了质疑，导致他们感到无助。
学生通过儿科家庭教学体验了解到职业属性和临床医生榜样的重要性。他们受到激励，表现出作为照顾者和患者倡导者的未来角色的一些迹象；然而，一些人也表达了对自己能力的恐惧和怀疑。基于此，引入了一次辅导课程，以防止对学习者自我效能感产生负面影响。
