“Disadvantaged patient populations”: A theory-informed education needs assessment in an urban teaching hospital

Recent calls in medical education and health care emphasize equitable care for disadvantaged patient populations (DPP), with education highlighted as a key mechanism to move toward this goal. However, in order to develop effective education strategies we must first better understand the DPP concep...

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Autores principales:	Lindsay Baker, Emilia Kangasjarvi, Beck McNeil, Patricia Houston, Stephanie Mooney, Stella Ng
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2019
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/96a51cab1ab542a9b57d10ff56da5de3
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spelling	oai:doaj.org-article:96a51cab1ab542a9b57d10ff56da5de32021-12-01T22:43:42Z“Disadvantaged patient populations”: A theory-informed education needs assessment in an urban teaching hospital 10.36834/cmej.529301923-1202https://doaj.org/article/96a51cab1ab542a9b57d10ff56da5de32019-11-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/52930https://doaj.org/toc/1923-1202 Recent calls in medical education and health care emphasize equitable care for disadvantaged patient populations (DPP), with education highlighted as a key mechanism to move toward this goal. However, in order to develop effective education strategies we must first better understand the DPP concept. We conducted a theory-informed needs assessment to explore the concept of DPP as understood in our hospital. Using an interpretive qualitative approach informed by principles of critical discourse analysis we conducted focus groups with trainees and staff across professions and groups, as identified in the hospital’s strategic plan, representing “patients experiencing disadvantage.” We identified three main perceptions about DPP: 1) disadvantaged patients require care above and beyond what is normal; 2) the system is to blame for failures in serving disadvantaged patients; and 3) labelling patients is problematic and stigmatizing. In response, patients wanted to be first seen as valuable human beings rather than as a burden or category. Patients appreciated that the DPP concept opened up better access to care, but also felt ‘othered’ by the concept. As a result, patients felt they were not accessing the same level of care in terms of compassion and respect. Our findings suggest potential for three, theory-informed educational approaches to help improve care for patients experiencing disadvantage: 1) sharing authentic and varied stories; 2) fostering dialogue; and 3) aligning assessment approaches with educational approaches. Additionally, we suggest a need to define access beyond the ability to receive services; according to our participants, access must also engender a sense of common humanity and respect. Lindsay BakerEmilia KangasjarviBeck McNeilPatricia HoustonStephanie MooneyStella NgCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 10, Iss 4 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Lindsay Baker Emilia Kangasjarvi Beck McNeil Patricia Houston Stephanie Mooney Stella Ng “Disadvantaged patient populations”: A theory-informed education needs assessment in an urban teaching hospital
description	Recent calls in medical education and health care emphasize equitable care for disadvantaged patient populations (DPP), with education highlighted as a key mechanism to move toward this goal. However, in order to develop effective education strategies we must first better understand the DPP concept. We conducted a theory-informed needs assessment to explore the concept of DPP as understood in our hospital. Using an interpretive qualitative approach informed by principles of critical discourse analysis we conducted focus groups with trainees and staff across professions and groups, as identified in the hospital’s strategic plan, representing “patients experiencing disadvantage.” We identified three main perceptions about DPP: 1) disadvantaged patients require care above and beyond what is normal; 2) the system is to blame for failures in serving disadvantaged patients; and 3) labelling patients is problematic and stigmatizing. In response, patients wanted to be first seen as valuable human beings rather than as a burden or category. Patients appreciated that the DPP concept opened up better access to care, but also felt ‘othered’ by the concept. As a result, patients felt they were not accessing the same level of care in terms of compassion and respect. Our findings suggest potential for three, theory-informed educational approaches to help improve care for patients experiencing disadvantage: 1) sharing authentic and varied stories; 2) fostering dialogue; and 3) aligning assessment approaches with educational approaches. Additionally, we suggest a need to define access beyond the ability to receive services; according to our participants, access must also engender a sense of common humanity and respect.
format	article
author	Lindsay Baker Emilia Kangasjarvi Beck McNeil Patricia Houston Stephanie Mooney Stella Ng
author_facet	Lindsay Baker Emilia Kangasjarvi Beck McNeil Patricia Houston Stephanie Mooney Stella Ng
author_sort	Lindsay Baker
title	“Disadvantaged patient populations”: A theory-informed education needs assessment in an urban teaching hospital
title_short	“Disadvantaged patient populations”: A theory-informed education needs assessment in an urban teaching hospital
title_full	“Disadvantaged patient populations”: A theory-informed education needs assessment in an urban teaching hospital
title_fullStr	“Disadvantaged patient populations”: A theory-informed education needs assessment in an urban teaching hospital
title_full_unstemmed	“Disadvantaged patient populations”: A theory-informed education needs assessment in an urban teaching hospital
title_sort	“disadvantaged patient populations”: a theory-informed education needs assessment in an urban teaching hospital
publisher	Canadian Medical Education Journal
publishDate	2019
url	https://doaj.org/article/96a51cab1ab542a9b57d10ff56da5de3
work_keys_str_mv	AT lindsaybaker disadvantagedpatientpopulationsatheoryinformededucationneedsassessmentinanurbanteachinghospital AT emiliakangasjarvi disadvantagedpatientpopulationsatheoryinformededucationneedsassessmentinanurbanteachinghospital AT beckmcneil disadvantagedpatientpopulationsatheoryinformededucationneedsassessmentinanurbanteachinghospital AT patriciahouston disadvantagedpatientpopulationsatheoryinformededucationneedsassessmentinanurbanteachinghospital AT stephaniemooney disadvantagedpatientpopulationsatheoryinformededucationneedsassessmentinanurbanteachinghospital AT stellang disadvantagedpatientpopulationsatheoryinformededucationneedsassessmentinanurbanteachinghospital
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“Disadvantaged patient populations”: A theory-informed education needs assessment in an urban teaching hospital

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