Patients as teachers: Evaluating the experiences of volunteer inpatients during medical student clinical skills training

Purpose: Early patient exposure in medical education is an important element of clinical skill development. This study explores the experiences of volunteer inpatients (VIPs) participating in clinical skills training with junior medical students (JMS) solely for educational purposes. Methods: Fo...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Michael David Elfassy, Laura Duncan, Alison Green, Hening Sun, Tim Guimond, Katina Tzanetos, Joyce Nyhof-Young
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2020
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/c04cf4c36d6a4e2d93e4b105b6a18e98
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:c04cf4c36d6a4e2d93e4b105b6a18e98
record_format	dspace
spelling	oai:doaj.org-article:c04cf4c36d6a4e2d93e4b105b6a18e982021-12-01T22:40:58ZPatients as teachers: Evaluating the experiences of volunteer inpatients during medical student clinical skills training10.36834/cmej.701581923-1202https://doaj.org/article/c04cf4c36d6a4e2d93e4b105b6a18e982020-07-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/70158https://doaj.org/toc/1923-1202 Purpose: Early patient exposure in medical education is an important element of clinical skill development. This study explores the experiences of volunteer inpatients (VIPs) participating in clinical skills training with junior medical students (JMS) solely for educational purposes. Methods: Following first-year medical students practicing history taking and clinical examinations on VIPs at Toronto General Hospital (TGH) and Toronto Western Hospital (TWH), patients completed a questionnaire and a short audio-recorded interview. This study used a mixed methodological approach. A 5-point Likert-scaled survey queried satisfaction regarding the recruitment process, student and faculty interactions and patient demographics (e.g. age and educational background). A 10-minute follow-up interview investigated patient perspectives. Survey responses were correlated to patient demographics and descriptive thematic analysis summarized trends in patient perspectives. Results: Of 93 consenting VIPs, 66% were male and 58% participated at TGH. The mean overall experience was positive (4.76 and 4.93 at TGH and TWH, respectively). Three themes emerging through thematic analysis were Not “Just” a Medical Student, Patient as Teacher, and Promoting Best Practices. VIPs had positive experiences when students communicated effectively through active listening and engaging patients, and when the VIP role was adequately explained during recruitment. Conclusion: Study results provide clarity about VIP experiences with JMS and lay a foundation for improved patient satisfaction and best practices within clinical skills curricula in the health professions. Michael David ElfassyLaura DuncanAlison GreenHening SunTim GuimondKatina TzanetosJoyce Nyhof-YoungCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 11, Iss 6 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Michael David Elfassy Laura Duncan Alison Green Hening Sun Tim Guimond Katina Tzanetos Joyce Nyhof-Young Patients as teachers: Evaluating the experiences of volunteer inpatients during medical student clinical skills training
description	Purpose: Early patient exposure in medical education is an important element of clinical skill development. This study explores the experiences of volunteer inpatients (VIPs) participating in clinical skills training with junior medical students (JMS) solely for educational purposes. Methods: Following first-year medical students practicing history taking and clinical examinations on VIPs at Toronto General Hospital (TGH) and Toronto Western Hospital (TWH), patients completed a questionnaire and a short audio-recorded interview. This study used a mixed methodological approach. A 5-point Likert-scaled survey queried satisfaction regarding the recruitment process, student and faculty interactions and patient demographics (e.g. age and educational background). A 10-minute follow-up interview investigated patient perspectives. Survey responses were correlated to patient demographics and descriptive thematic analysis summarized trends in patient perspectives. Results: Of 93 consenting VIPs, 66% were male and 58% participated at TGH. The mean overall experience was positive (4.76 and 4.93 at TGH and TWH, respectively). Three themes emerging through thematic analysis were Not “Just” a Medical Student, Patient as Teacher, and Promoting Best Practices. VIPs had positive experiences when students communicated effectively through active listening and engaging patients, and when the VIP role was adequately explained during recruitment. Conclusion: Study results provide clarity about VIP experiences with JMS and lay a foundation for improved patient satisfaction and best practices within clinical skills curricula in the health professions.
format	article
author	Michael David Elfassy Laura Duncan Alison Green Hening Sun Tim Guimond Katina Tzanetos Joyce Nyhof-Young
author_facet	Michael David Elfassy Laura Duncan Alison Green Hening Sun Tim Guimond Katina Tzanetos Joyce Nyhof-Young
author_sort	Michael David Elfassy
title	Patients as teachers: Evaluating the experiences of volunteer inpatients during medical student clinical skills training
title_short	Patients as teachers: Evaluating the experiences of volunteer inpatients during medical student clinical skills training
title_full	Patients as teachers: Evaluating the experiences of volunteer inpatients during medical student clinical skills training
title_fullStr	Patients as teachers: Evaluating the experiences of volunteer inpatients during medical student clinical skills training
title_full_unstemmed	Patients as teachers: Evaluating the experiences of volunteer inpatients during medical student clinical skills training
title_sort	patients as teachers: evaluating the experiences of volunteer inpatients during medical student clinical skills training
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/c04cf4c36d6a4e2d93e4b105b6a18e98
work_keys_str_mv	AT michaeldavidelfassy patientsasteachersevaluatingtheexperiencesofvolunteerinpatientsduringmedicalstudentclinicalskillstraining AT lauraduncan patientsasteachersevaluatingtheexperiencesofvolunteerinpatientsduringmedicalstudentclinicalskillstraining AT alisongreen patientsasteachersevaluatingtheexperiencesofvolunteerinpatientsduringmedicalstudentclinicalskillstraining AT heningsun patientsasteachersevaluatingtheexperiencesofvolunteerinpatientsduringmedicalstudentclinicalskillstraining AT timguimond patientsasteachersevaluatingtheexperiencesofvolunteerinpatientsduringmedicalstudentclinicalskillstraining AT katinatzanetos patientsasteachersevaluatingtheexperiencesofvolunteerinpatientsduringmedicalstudentclinicalskillstraining AT joycenyhofyoung patientsasteachersevaluatingtheexperiencesofvolunteerinpatientsduringmedicalstudentclinicalskillstraining
_version_	1718404067790684160

Patients as teachers: Evaluating the experiences of volunteer inpatients during medical student clinical skills training

Ejemplares similares