Characteristics of patient encounters that challenge medical students' provision of patient-centered care. Acad Med 2009 Oct;84(10 Suppl):S74-8
Date
01/27/2010Pubmed ID
19907392DOI
10.1097/ACM.0b013e3181b36f45Scopus ID
2-s2.0-70350635351 (requires institutional sign-in at Scopus site) 12 CitationsAbstract
BACKGROUND: Medical educators need to effectively engage and teach medical students to provide patient-centered care (PCC). There is limited appreciation for the issues that clinical students identify as challenges in providing PCC.
METHOD: As part of a required half-day PCC workshop in 2007, medical students authored critical incident scenarios on patient encounters where PCC was difficult. The authors analyzed 131 scenarios using qualitative memo technique to identify features associated with these encounters. Categories and themes were identified using constant comparative methodology.
RESULTS: Commonly cited PCC challenges were student's/patient's emotional responses (63%/44%), patient's/family's perception of the care plan (54%), conflicting expectations (35%), communication barriers (30%) and patient's social circumstances (29%). Sixty-three percent of incidents identified PCC-appropriate responses to these challenges.
CONCLUSIONS: Student-authored critical incidents regarding difficult patient encounters can be analyzed to identify key features that students perceive as challenges to providing PCC and can inform curriculum development.
Author List
Bower DJ, Young S, Larson G, Simpson D, Tipnis S, Begaz T, Webb TAuthor
Staci A. Young PhD Sr Associate Dean, Associate Director, Professor in the Family Medicine department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
Education, MedicalPatient-Centered Care
Students, Medical
