从长期病患者的经验中汲取教训:加强医学本科课程的建议。

IF 1.5 Q3 PRIMARY HEALTH CARE Education for Primary Care Pub Date : 2024-11-06 DOI:10.1080/14739879.2024.2414741
Philip Cannon, Taha Khan, Fiona Mosgrove, Val Wass
{"title":"从长期病患者的经验中汲取教训:加强医学本科课程的建议。","authors":"Philip Cannon, Taha Khan, Fiona Mosgrove, Val Wass","doi":"10.1080/14739879.2024.2414741","DOIUrl":null,"url":null,"abstract":"<p><p>The importance of involving patients in medical education is widely accepted, but their contribution to medical curriculum design is not well documented. Patients have the potential to bring a unique perspective and more refined experience to curriculum development. This applies particularly to those with long-term conditions (LTCs) who have multiple exposures to doctors throughout their healthcare journey. The aim of this study is to explore what views patients with LTCs have on the attributes medical students require to have, in order to provide them with high-quality care. Ten patients with LTCs, encompassing both primary and secondary care over a broad set of demographics, were interviewed by telephone using a semi-structured questionnaire. The interviews were recorded using a digital voice recorder and manually transcribed verbatim onto a Microsoft Word document for thematic analysis using NVIVO software and following Braun and Clarke's six-phase framework. Five themes have emerged highlighting where the care of LTC patients could be improved: 'advocacy'; 'compassion'; 'the desire to be acknowledged as an individual'\"; acknowledgement of their expertise\"; and 'benefits of continuity of care'. The findings make a major contribution to undergraduate and postgraduate clinical training development. They reinforce themes in healthcare which need more emphasis in the medical curriculum, whilst simultaneously highlighting that even well-recognised concepts such as patient-centred holistic care, are not well implemented in the context of actual practice.</p>","PeriodicalId":46436,"journal":{"name":"Education for Primary Care","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Lessons learned from the experiences of patients with long-term conditions: recommendations for enhancing the undergraduate medical curriculum.\",\"authors\":\"Philip Cannon, Taha Khan, Fiona Mosgrove, Val Wass\",\"doi\":\"10.1080/14739879.2024.2414741\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The importance of involving patients in medical education is widely accepted, but their contribution to medical curriculum design is not well documented. Patients have the potential to bring a unique perspective and more refined experience to curriculum development. This applies particularly to those with long-term conditions (LTCs) who have multiple exposures to doctors throughout their healthcare journey. The aim of this study is to explore what views patients with LTCs have on the attributes medical students require to have, in order to provide them with high-quality care. Ten patients with LTCs, encompassing both primary and secondary care over a broad set of demographics, were interviewed by telephone using a semi-structured questionnaire. The interviews were recorded using a digital voice recorder and manually transcribed verbatim onto a Microsoft Word document for thematic analysis using NVIVO software and following Braun and Clarke's six-phase framework. Five themes have emerged highlighting where the care of LTC patients could be improved: 'advocacy'; 'compassion'; 'the desire to be acknowledged as an individual'\\\"; acknowledgement of their expertise\\\"; and 'benefits of continuity of care'. The findings make a major contribution to undergraduate and postgraduate clinical training development. They reinforce themes in healthcare which need more emphasis in the medical curriculum, whilst simultaneously highlighting that even well-recognised concepts such as patient-centred holistic care, are not well implemented in the context of actual practice.</p>\",\"PeriodicalId\":46436,\"journal\":{\"name\":\"Education for Primary Care\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2024-11-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education for Primary Care\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/14739879.2024.2414741\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PRIMARY HEALTH CARE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education for Primary Care","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14739879.2024.2414741","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PRIMARY HEALTH CARE","Score":null,"Total":0}
引用次数: 0

摘要

让患者参与医学教育的重要性已被广泛接受,但他们对医学课程设计的贡献却鲜有记载。患者有可能为课程开发带来独特的视角和更丰富的经验。这尤其适用于那些患有长期疾病(LTC)的患者,他们在整个医疗过程中会多次接触医生。本研究旨在探讨 LTC 患者如何看待医科学生需要具备的素质,以便为他们提供高质量的医疗服务。研究人员使用半结构化问卷对 10 名长期护理病患进行了电话访谈,访谈对象包括初级和二级医疗机构的各类人口。访谈使用数字录音机录制,并人工逐字转录到 Microsoft Word 文档中,然后使用 NVIVO 软件并按照布劳恩和克拉克的六阶段框架进行主题分析。分析得出了五个主题,强调了在哪些方面可以改善对长寿老人的护理:"倡导"、"同情"、"希望作为个体得到认可"、"对其专业知识的认可 "以及 "持续护理的益处"。研究结果对本科生和研究生的临床培训发展做出了重大贡献。它们强化了医疗保健领域的主题,而这些主题需要在医学课程中得到更多强调,同时还强调了即使是公认的概念,如以患者为中心的整体护理,在实际实践中也没有得到很好的落实。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Lessons learned from the experiences of patients with long-term conditions: recommendations for enhancing the undergraduate medical curriculum.

The importance of involving patients in medical education is widely accepted, but their contribution to medical curriculum design is not well documented. Patients have the potential to bring a unique perspective and more refined experience to curriculum development. This applies particularly to those with long-term conditions (LTCs) who have multiple exposures to doctors throughout their healthcare journey. The aim of this study is to explore what views patients with LTCs have on the attributes medical students require to have, in order to provide them with high-quality care. Ten patients with LTCs, encompassing both primary and secondary care over a broad set of demographics, were interviewed by telephone using a semi-structured questionnaire. The interviews were recorded using a digital voice recorder and manually transcribed verbatim onto a Microsoft Word document for thematic analysis using NVIVO software and following Braun and Clarke's six-phase framework. Five themes have emerged highlighting where the care of LTC patients could be improved: 'advocacy'; 'compassion'; 'the desire to be acknowledged as an individual'"; acknowledgement of their expertise"; and 'benefits of continuity of care'. The findings make a major contribution to undergraduate and postgraduate clinical training development. They reinforce themes in healthcare which need more emphasis in the medical curriculum, whilst simultaneously highlighting that even well-recognised concepts such as patient-centred holistic care, are not well implemented in the context of actual practice.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Education for Primary Care
Education for Primary Care PRIMARY HEALTH CARE-
CiteScore
2.30
自引率
15.40%
发文量
51
期刊介绍: Education for Primary Care aims to reflect the best experience, expertise and innovative ideas in the development of undergraduate, postgraduate and continuing primary care education. The journal is UK based but welcomes contributions from all over the world. Readers will benefit from the broader perspectives on educational activities provided through the contributions of all health professionals, including general practitioners, nurses, midwives, health visitors, community nurses and managers. This sharing of experiences has the potential for enhancing healthcare delivery and for promoting interprofessional working.
期刊最新文献
Lessons learned from the experiences of patients with long-term conditions: recommendations for enhancing the undergraduate medical curriculum. Consequences of career progression barriers experienced by doctors in GP training: an interpretative phenomenological study. Beyond accountability and Learner Agency: a call for a comprehensive approach to portfolio management. What about us?: a call to include oral health professions within interprofessional education for collaborative practice. What can we learn from pandemic educational methods?: military general practice trainees' attitudes to feedback from recorded consultations.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1