Snyder Natalie P, Olonilua Benedicta O, Frasso Rosemary, Croce Julia, Papanagnou Dimitrios
Thomas Jefferson University Sidney Kimmel Medical College, Philadelphia, Pennsylvania, USA.
Asano-Gonnella Center for Research in Medical Education and Healthcare, Thomas Jefferson University Sidney Kimmel Medical College, Philadelphia, Pennsylvania, USA.
MedEdPublish (2016). 2025 Feb 5;14:218. doi: 10.12688/mep.20608.2. eCollection 2024.
Communication and cultural differences predispose Deaf patients to suboptimal healthcare. Despite this disparity, health professionals have historically received little to no training in caring for Deaf patients. Patient panels are an effective tool in medical education to model communication strategies.
In this paper, we describe the design, implementation, and results of a virtual patient panel focused on communicating with Deaf patients in clinical contexts. We offer practical suggestions for incorporating similar educational interventions in health professions education to prepare trainees to effectively navigate these conversations with their patients.
The panel consisted of a one-hour question and answer discussion facilitated by the authors with Deaf patients and Certified Deaf Interpreters (CDI). The panel was presented to 271 second-year medical students at our institution in November of 2023. Following this discussion, students were encouraged to share one or two key takeaways from the session through a survey link. These results were analyzed using pile-sorting qualitative analysis to identify main themes.
There were 73 respondents, with a response rate of 27%. After the panel, the most popular takeaway points from student reflections included communication ( =56, 77%) and access to care ( =47, 64%), followed by autonomy ( =17, 23%), the doctor-patient relationship ( =15, 21%), and culture ( =11, 15%). Based on this initiative, we identified and offer twelve tips for developing similar exercises. These tips are thematically presented under three groupings: Virtual Panel Considerations, Curricular Considerations, and Special Considerations with Deaf Panelists.
This patient panel was the first of its kind in our medical school curriculum. Important considerations in panel design and implementation should focus on delivery time constraints with live-interpreting and further exploring the role of trust and communication in the physician-patient relationship.
沟通和文化差异使聋人患者获得的医疗服务往往不够理想。尽管存在这种差距，但历史上医疗专业人员在照顾聋人患者方面几乎没有接受过培训。患者小组是医学教育中模拟沟通策略的有效工具。
在本文中，我们描述了一个虚拟患者小组的设计、实施和结果，该小组专注于在临床环境中与聋人患者沟通。我们提供了一些实用建议，以便在卫生专业教育中纳入类似的教育干预措施，帮助学员有效地与患者进行这类沟通。
该小组由作者主持，与聋人患者和认证聋人翻译（CDI）进行了一小时的问答讨论。2023年11月，该小组面向我校271名二年级医学生进行了展示。讨论结束后，鼓励学生通过调查链接分享一两个该环节的关键收获。使用分类定性分析对这些结果进行分析，以确定主要主题。
共有73名受访者，回复率为27%。小组讨论后，学生反馈中最受欢迎的收获要点包括沟通（n = 56，77%）和医疗服务可及性（n = 47，64%），其次是自主权（n = 17，23%）、医患关系（n = 15，21%）和文化（n = 11，15%）。基于这一举措，我们确定并提供了十二条开展类似活动的建议。这些建议按主题分为三类：虚拟小组注意事项、课程注意事项以及与聋人小组成员的特殊注意事项。
这个患者小组是我校医学院课程中的首个此类小组。小组设计和实施中的重要考虑因素应集中在实时口译的交付时间限制，以及进一步探索信任和沟通在医患关系中的作用。
