المؤلفون: Mattisson M; Department of Health, Medicine and Caring Sciences (HMV), Linköping University, Linköping, Sweden. Electronic address: marie.mattisson@liu.se., Börjeson S; Department of Health, Medicine and Caring Sciences (HMV), Linköping University, Linköping, Sweden., Årestedt K; Department of Research, Region Kalmar County, Kalmar, Sweden; Faculty of Health and Life Sciences, Linnaeus University, Kalmar, Sweden, Region Kalmar County, Kalmar, Sweden., Lindberg M; Department of Health, Medicine and Caring Sciences (HMV), Linköping University, Linköping, Sweden.

المصدر: Patient education and counseling [Patient Educ Couns] 2024 Jun; Vol. 123, pp. 108178. Date of Electronic Publication: 2024 Feb 12.

نوع المنشور: Journal Article

بيانات الدورية: Publisher: Elsevier Country of Publication: Ireland NLM ID: 8406280 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-5134 (Electronic) Linking ISSN: 07383991 NLM ISO Abbreviation: Patient Educ Couns

مواضيع طبية MeSH: Telenursing*, Humans ; Telephone ; Communication ; Professional Competence

مستخلص: Objectives: To explore the content and timing of verbal interaction between telephone nurses and callers, and to suggest areas for improvement.
Methods: Transcribed telephone conversations (n = 30) to a national nurse-led advisory service were analyzed using deductive content analysis. Categorization of data was based on components of interaction in the Interaction Model of Client Heath Behavior (IMCHB): health information, affective support, decisional control, and professional-technical competencies. The content was described both quantitatively, based on word count, and qualitatively, using descriptions and exemplars. Transcripts were also coded according to five phases in the conversation process: opening, listening, analyzing, motivating, and ending. The distribution of interaction components among phases was explored.
Results: Interaction primarily focused on health information, particularly during the listening and analyzing phases. Telenurses based their advice on medical facts and guided callers through the conversation process. Callers' emotions and reflections on advice were rarely discussed.
Conclusions: Health information dominate conversations. Interaction can be further developed, particularly with respect to acknowledging callers' emotional responses, their reactions to advice, and ensuring clarity in exchange of health information.
Practice Implications: Findings offer valuable guidance for future development of interaction in telenursing.
Competing Interests: Declaration of Competing Interest The authors declare no competing interests. No financial/personal interest or belief have affected objectivity.
(Copyright © 2024 The Authors. Published by Elsevier B.V. All rights reserved.)

المؤلفون: Moral RR; School of Medicine, Universidad Francisco de Vitoria, Madrid, Spain; Instituto Maimónides de Investigación Biomédica de Córdoba (IMIBIC), Córdoba, University, Córdoba, Spain. Electronic address: r.ruiz.prof@ufv.es., Andrade-Rosa C; Department of Primary Care, Los Castillos Health Centre, Alcorcón, Madrid, Spain., Molina JD; Department of Psychiatry, Villaverde Mental Health Centre, Hospital 12 De Octubre, Madrid, Spain., Barba EC; School of Medicine, Universidad Francisco De Vitoria, Madrid, Spain., de Torres LP; Department of Primary Care Córdoba, Instituto Maimónides De Investigación Biomédica De Córdoba (IMIBIC), Córdoba University, Córdoba, Spain., Martín DM; School of Medicine, Universidad Francisco De Vitoria, Madrid, Spain.

المصدر: Patient education and counseling [Patient Educ Couns] 2020 Nov; Vol. 103 (11), pp. 2384-2387. Date of Electronic Publication: 2020 May 16.

نوع المنشور: Journal Article

بيانات الدورية: Publisher: Elsevier Country of Publication: Ireland NLM ID: 8406280 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-5134 (Electronic) Linking ISSN: 07383991 NLM ISO Abbreviation: Patient Educ Couns

مواضيع طبية MeSH: Clinical Competence* , Communication* , Professional Competence*, Education, Medical, Undergraduate/*methods , Students, Medical/*psychology, Adult ; Female ; Humans ; Male ; Physician-Patient Relations ; Problem-Based Learning ; Program Evaluation ; Spain

مستخلص: Objective: This study explores whether an Experiential Training Programme (ETP) in communication skills (CS) improves students' ability to identify patients clues compared to those who follow a non-experiential training throughout their medical studies.
Method: Intervention Group (IG): 85 4th-year medical students who received the ETP and Control Group (CG): 67 recently graduated students who did not receive it. Their immediate (written) response was requested to three expressions offered by patients containing communicative clues. The answers were grouped into 2 categories: Clue recognised and response patient-centred and the opposite. Three researchers analysed the answers.
Results: Responses 366 (65 from the CG and 77 from the IG): 280 did not recognise clues: 131 (62%) in IG and 149 (96%) in CG and 86 recognised them: 80 (37.9%) in IG and 6 (3.9%) in CG (p = 0.000). Some clues were more elusive than others (p = 0,003).
Conclusions: The students who received the ETP in CS showed greater ability to explore patients perspective taking advantage of different types of communicative clues than those who did not receive it in a non-relational context.
Practice Implications: Further research is needed to assess whether this ability is maintained in simulated or real clinical situations.
(Copyright © 2020 Elsevier B.V. All rights reserved.)

المؤلفون: Karnieli-Miller O; Department of Medical Education, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel. Electronic address: oritkm@tauex.tau.ac.il., Pelles S; Department of Medical Education, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel; Department of Oncology, Tel Aviv Medical Center, Tel Aviv, Israel., Meitar D; Mandel School for Educational Leadership, Jerusalem, Israel; Medical College of Wisconsin, Wisconsin, USA.

المصدر: Patient education and counseling [Patient Educ Couns] 2022 Sep; Vol. 105 (9), pp. 2899-2904. Date of Electronic Publication: 2022 May 31.

نوع المنشور: Journal Article

بيانات الدورية: Publisher: Elsevier Country of Publication: Ireland NLM ID: 8406280 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-5134 (Electronic) Linking ISSN: 07383991 NLM ISO Abbreviation: Patient Educ Couns

مواضيع طبية MeSH: Education, Medical, Undergraduate*/methods , Students, Medical*, Clinical Competence ; Communication ; Feedback ; Humans ; Physician-Patient Relations ; Professional Competence ; Schools, Medical ; Truth Disclosure

مستخلص: Sharing new medical information that is perceived as seriously effecting people's lives, i.e., breaking bad news (BBN) is important in caring for patients and relatives and is challenging for healthcare professionals. Optimal BBN requires incorporation and implementation of multiple professional competencies acquired gradually throughout years of training. The BBN encounter has implications for all participants: the patient, family members, their close social environments, and the deliverer of the news. Due to these implications and the accountability involved, medical schools invest educational resources in helping medical students develop this competency. The current paper summarizes literature, research, and teaching experiences while suggesting practical guidelines for designing and teaching a BBN course to undergraduate students. The following principles lie behind the recommendations: stepwise spiral continuity of exposure to and teaching of communication skills in various contexts while focusing on BBN in the advanced clinical years; relating the developing skills to broader humanistic studies; enhancing awareness of self-perspectives and beliefs regarding BBN; connecting to patients' and family members experiences and needs; providing a BBN protocol and opportunities for structured experiential learning followed by reflection and feedback; using observation and reflection to address gaps between theory and real-life practice; and creating continuity of learning about BBN through undergraduate, graduate, and continuing medical education. Applying this learning process can help enhance the management of these difficult conversations to improve patients' care during these difficult, life-changing encounters, and physicians' well-being.
(Copyright © 2022 Elsevier B.V. All rights reserved.)

المؤلفون: Wilby KJ; College of Pharmacy, Qatar University, PO Box 2713, Doha, Qatar. Electronic address: kyle.wilby@otago.ac.nz., Govaerts MJB; School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER Maastricht, Netherlands., Dolmans DHJM; School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER Maastricht, Netherlands., Austin Z; Leslie Dan Faculty of Pharmacy, University of Toronto, 144 College St., Toronto ON, M5S 3M2, Canada., van der Vleuten C; School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER Maastricht, Netherlands.

المصدر: Patient education and counseling [Patient Educ Couns] 2019 Jun; Vol. 102 (6), pp. 1164-1169. Date of Electronic Publication: 2019 Jan 24.

نوع المنشور: Journal Article

بيانات الدورية: Publisher: Elsevier Country of Publication: Ireland NLM ID: 8406280 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-5134 (Electronic) Linking ISSN: 07383991 NLM ISO Abbreviation: Patient Educ Couns

مواضيع طبية MeSH: Communication* , Education, Pharmacy* , Narration* , Professional Competence*, Educational Measurement/*methods, Adult ; Female ; Humans ; Male ; Qatar ; Reproducibility of Results

مستخلص: Objective: To quantitatively estimate the reliability of narrative assessment data regarding student communication skills obtained from a summative OSCE and to compare reliability to that of communication scores obtained from direct observation.
Methods: Narrative comments and communication scores (scale 1-5) were obtained for 14 graduating pharmacy students across 6 summative OSCE stations with 2 assessors per station who directly observed student performance. Two assessors who had not observed the OSCE reviewed narratives and independently scored communication skills according to the same 5-point scale. Generalizability theory was used to estimate reliability. Correlation was used to evaluate the relationship between scores from each assessment method.
Results: A total of 168 narratives and communication scores were obtained. The G-coefficients were 0.571 for scores provided by assessors present during the OSCE and 0.612 for scores from assessors who provided scores based on narratives only. Correlation between the two sets of scores was 0.5.
Conclusion: Reliability of communication scores is not dependent on whether assessors directly observe student performance or assess written narratives, yet both conditions appear to measure communication skills somewhat differently.
Practice Implications: Narratives may be useful for summative decision-making and help overcome the current limitations of using solely quantitative scores.
(Copyright © 2019 Elsevier B.V. All rights reserved.)

المؤلفون: Galatolo R; Department of Philosophy and Communication, University of Bologna, Bologna, Italy. Electronic address: renata.galatolo@unibo.it., Margutti P; Department of Human and Social Sciences, University for Foreigners of Perugia, Perugia, Italy.

المصدر: Patient education and counseling [Patient Educ Couns] 2016 Jun; Vol. 99 (6), pp. 888-96. Date of Electronic Publication: 2015 Nov 22.

نوع المنشور: Journal Article

بيانات الدورية: Publisher: Elsevier Country of Publication: Ireland NLM ID: 8406280 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-5134 (Electronic) Linking ISSN: 07383991 NLM ISO Abbreviation: Patient Educ Couns

مواضيع طبية MeSH: Communication* , Cooperative Behavior* , Patient Care Team* , Patient Participation* , Professional Competence*, Adult ; Delivery of Health Care/methods ; Delivery of Health Care/standards ; Female ; Humans ; Male ; Middle Aged ; Video Recording

مستخلص: Objective: In specialized healthcare visits with a team of practitioners, the examination phase is a collaborative work where multiple professional competences are indexed and activated, contributing to a complex ecology of knowledge. The doctors' need to consult their colleagues might take over and collide with patients' understanding and willingness to participate. We describe the practices through which practitioners accomplish teamwork and how these impact on patients' participation.
Methods: Using conversation analysis we investigate 30 video-recorded visits where patients with an injured upper limb meet a team of practitioners in an Italian centre for prosthesis construction and application.
Results: Analysis shows the collaborative practices and division of labour through which practitioners activate their territories of knowledge in the service of the joint activity of evaluating the patient limbs' conditions. Whereas professionals orient to their different competences, patients keep their body available for inspection, monitor the ongoing activity, draw assumptions about their own conditions and tentatively claim their epistemic rights.
Conclusions: Doctors' orientation to teamwork involves the enactment of tacit communicative practices and the use of technical language, which might prevent or mislead patients' participation.
Practice Implications: Doctors should employ communicative practices to ensure patients' understanding and participation in the unfolding examination activities.
(Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.)

المؤلفون: Van Roy K; Department of Psychoanalysis and Clinical Consulting, Ghent University, Ghent, Belgium. Electronic address: Kaatje.Vanroy@UGent.be., Vanheule S; Department of Psychoanalysis and Clinical Consulting, Ghent University, Ghent, Belgium. Electronic address: Stijn.Vanheule@UGent.be., Inslegers R; Department of Psychoanalysis and Clinical Consulting, Ghent University, Ghent, Belgium. Electronic address: Ruth.Inslegers@UGent.be.

المصدر: Patient education and counseling [Patient Educ Couns] 2015 Jun; Vol. 98 (6), pp. 685-94. Date of Electronic Publication: 2015 Jan 27.

نوع المنشور: Journal Article; Research Support, Non-U.S. Gov't; Review

بيانات الدورية: Publisher: Elsevier Country of Publication: Ireland NLM ID: 8406280 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-5134 (Electronic) Linking ISSN: 07383991 NLM ISO Abbreviation: Patient Educ Couns

مواضيع طبية MeSH: General Practitioners* , Leadership* , Professional Competence* , Professional-Patient Relations*, Clinical Competence ; Communication ; General Practice ; Group Processes ; Humans ; Physician-Patient Relations ; Research

مستخلص: Objective: As the scientific literature on Balint groups (BGs) is scattered, this paper provides an overview of the literature on BGs published in peer-reviewed journals. Study characteristics are analyzed and the principal research topics are discussed.
Methods: 'Web of Science' and 'Pubmed' databases were searched and all English-language studies on BGs (empirical and non-empirical) were included.
Results: Of the 94 articles included, 35 are empirical studies adopting a qualitative, quantitative or mixed methodology. The research topics that emerged include outcome, characteristics of BG participants, themes addressed in BGs, BG processes, leadership and BG evaluations. The remaining articles were classified as historical articles, reports and reflective articles, for which the main discussion themes are presented.
Conclusion: Research on BGs proves to be diverse, scarce and often methodologically weak. However, indications of the value of BG work were found. Therefore, further research is strongly indicated.
Practice Implications: Points of interest that could to be further considered by BG workers and researchers are for instance long-term BG participation and 'modified Balint groups'. Recommendations for future research on BGs are provided.
(Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.)

المؤلفون: Schmitz FM; Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: felix.schmitz@iml.unibe.ch., Schnabel KP; Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: kai.schnabel@iml.unibe.ch., Bauer D; Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: daniel.bauer@iml.unibe.ch., Woermann U; Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: ulrich.woermann@iml.unibe.ch., Guttormsen S; Institute for Medical Education, University of Bern, 3010, Bern, Switzerland. Electronic address: sissel.guttormsen@iml.unibe.ch.

المصدر: Patient education and counseling [Patient Educ Couns] 2020 Sep; Vol. 103 (9), pp. 1850-1855. Date of Electronic Publication: 2020 Apr 03.

نوع المنشور: Journal Article; Randomized Controlled Trial

بيانات الدورية: Publisher: Elsevier Country of Publication: Ireland NLM ID: 8406280 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-5134 (Electronic) Linking ISSN: 07383991 NLM ISO Abbreviation: Patient Educ Couns

مواضيع طبية MeSH: Communication* , Patient Simulation* , Truth Disclosure*, Clinical Competence/*standards , Education, Medical, Undergraduate/*methods , Students, Medical/*psychology, Adult ; Educational Measurement ; Female ; Humans ; Learning ; Male ; Physician-Patient Relations ; Physicians ; Professional Competence ; Students, Medical/statistics & numerical data ; Surveys and Questionnaires ; Video Recording

مستخلص: Objectives: Video-based worked examples enable medical students to successfully prepare for breaking-bad-news (BBN) encounters with simulated patients (SPs). This is especially true when examples include hints that signal important content. This paper investigates whether the beneficial effect of hints only applies to video-based worked examples or also text-based examples.
Methods: One-hundred-and-forty-seven fourth-year medical students attending a BBN training participated in either of two equally scaffolded, randomised field trials. Prior to encountering SPs, the students worked through an e-learning module introducing the SPIKES protocol for delivering bad news; it contained the same worked example presented to either of four groups as text or video, with or without additional hints denoting the SPIKES steps being implemented.
Results: Only a main effect of 'hints' was revealed, implying that students in the hints groups delivered the news to an SP significantly more appropriately than those in the without-hints groups.
Conclusions: Independent of their presentation format, worked examples with hints best foster students' BBN skills learning.
Practice Implications: In addition to video, text-based worked examples can effectively prepare students for BBN simulations if hints are included. This offers an affordable alternative to video examples, as text examples can be generated with less effort.
Competing Interests: Declaration of Competing Interest The authors declare no conflicts of interest.
(Copyright © 2020 Elsevier B.V. All rights reserved.)

المؤلفون: van der Vleuten C; Maastricht University, Department of Educational Development and Research, School of Health Professions Education(SHE), Faculty of Health, Medicine and Life Sciences, Maastricht, the Netherlands. Electronic address: c.vandervleuten@maastrichtuniversity.nl., van den Eertwegh V; Maastricht University, Skillslab, Faculty of Health, Medicine and Life Sciences, Maastricht, the Netherlands., Giroldi E; Maastricht University, Department of Educational Development and Research, School of Health Professions Education(SHE), Faculty of Health, Medicine and Life Sciences, Maastricht, the Netherlands; Maastricht University, Department of Family Medicine, Care and Public, Health Research Institute (CAPHRI), Faculty of Health, Medicine and Life Sciences, Maastricht, the Netherlands.

المصدر: Patient education and counseling [Patient Educ Couns] 2019 Nov; Vol. 102 (11), pp. 2110-2113. Date of Electronic Publication: 2019 Jul 07.

نوع المنشور: Journal Article

بيانات الدورية: Publisher: Elsevier Country of Publication: Ireland NLM ID: 8406280 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-5134 (Electronic) Linking ISSN: 07383991 NLM ISO Abbreviation: Patient Educ Couns

مواضيع طبية MeSH: Communication* , Health Personnel*, Educational Measurement/*methods , Professional Competence/*standards, Humans

مستخلص: Objective: This paper addresses how communication skills can best be assessed. Since assessment and learning are strongly connected, the way communication skills are best learned is also described.
Results: Communication skills are best learned in a longitudinal fashion with ample practice in an authentic setting. Confrontation of behavior initiates the learning process and should be supported by meaningful feedback through direct observation. When done appropriately a set of (learned) communication skills become integrated skilled communication, being versatilely used in purposeful goal-oriented clinical communication. The assessment of communication skills should follow a modern approach to assessment where the learning function of assessment is considered a priority. Individual assessments are feedback-oriented to promote further learning and development. The resulting rich information may be used to make progression decisions, usually in a group or committee decision.
Conclusion: This modern programmatic approach to assessment fits the learning of skilled communication well.
Practice Implications: Implementation of a programmatic assessment approach to communication will entail a major innovation to education.
(Copyright © 2019 Elsevier B.V. All rights reserved.)

المؤلفون: Romero-Rodríguez E; Maimonides Biomedical Research Institute of Cordoba (IMIBIC), Reina Sofia University Hospital, University of Cordoba, Cordoba, Spain. Electronic address: espe_mrr@hotmail.com., Pérula de Torres LÁ; Maimonides Biomedical Research Institute of Cordoba (IMIBIC), Reina Sofia University Hospital, University of Cordoba, Cordoba, Spain; Teaching Unit of Family and Community Medicine, Health District of Cordoba and Guadalquivir, Cordoba, Spain; Program of Preventive Activities and Health Promotion -PAPPS- (semFYC). Barcelona, Spain., Fernández García JÁ; Maimonides Biomedical Research Institute of Cordoba (IMIBIC), Reina Sofia University Hospital, University of Cordoba, Cordoba, Spain; Villarrubia Health Center, Andalusian Health Service, Cordoba, Spain., Roldán Villalobos A; Maimonides Biomedical Research Institute of Cordoba (IMIBIC), Reina Sofia University Hospital, University of Cordoba, Cordoba, Spain; Teaching Unit of Family and Community Medicine, Health District of Cordoba and Guadalquivir, Cordoba, Spain; Carlos Castilla Del Pino Health Center, Andalusian Health Service, Cordoba, Spain., Ruiz Moral R; Maimonides Biomedical Research Institute of Cordoba (IMIBIC), Reina Sofia University Hospital, University of Cordoba, Cordoba, Spain; Francisco de Vitoria University, Madrid, Spain., Parras Rejano JM; Maimonides Biomedical Research Institute of Cordoba (IMIBIC), Reina Sofia University Hospital, University of Cordoba, Cordoba, Spain; Villanueva del Rey Health Center, Andalusian Health Service, Cordoba, Spain.

المصدر: Patient education and counseling [Patient Educ Couns] 2019 Nov; Vol. 102 (11), pp. 2060-2067. Date of Electronic Publication: 2019 May 23.

نوع المنشور: Journal Article; Research Support, Non-U.S. Gov't

بيانات الدورية: Publisher: Elsevier Country of Publication: Ireland NLM ID: 8406280 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-5134 (Electronic) Linking ISSN: 07383991 NLM ISO Abbreviation: Patient Educ Couns

مواضيع طبية MeSH: Communication* , Health Knowledge, Attitudes, Practice*, Alcoholism/*prevention & control , Health Personnel/*education , Motivational Interviewing/*methods , Physicians, Primary Care/*education , Program Evaluation/*methods, Adult ; Female ; Health Education ; Humans ; Inservice Training ; Male ; Middle Aged ; Physician-Patient Relations ; Primary Health Care ; Professional Competence ; Spain

مستخلص: Objective: To assess the impact of a training program targeted to Primary Care (PC) professionalson the acquisition of communication skills, attitudes, and knowledge about the prevention and management of unhealthy alcohol use.
Methods: A quasi-experimental, pre- and post-intervention study was performed in PC centers of Cordoba (Spain). Family doctors, residents and nurses participated in the study. The intervention was based on a motivational interviewing training program, which consisted in a workshop on learning skills, attitudes and knowledge about the alcohol management. PC providers were videotaped with a standardized patient in order to check the clinical and communication competencies acquired. A descriptive, bivariate and multivariate analysis was carried out (p < 0.05).
Results: PC providers' communication skills and attitudes showed significant improvements in the variables studied (p < 0.001), as well as in the clinical interview evaluation parameters.
Conclusion: The present study reveals the impact of a training program targeted to PC professionals on communication skills, attitudes, and knowledge about the prevention and management of patients with unhealthy alcohol use.
Practice Implications: Training activities targeted to PC providers represent a valuable strategy to improve communication skills, attitudes and knowledge of these professionals in their clinical practice.
(Copyright © 2019 Elsevier B.V. All rights reserved.)

المؤلفون: Branch WT Jr; Emory University School of Medicine, 49 Jesse Hill Jr Drive, Suite 446, Atlanta, GA 30303, United States. wbranch@emory.edu

المصدر: Patient education and counseling [Patient Educ Couns] 2010 Sep; Vol. 80 (3), pp. 327-32. Date of Electronic Publication: 2010 Jun 08.

نوع المنشور: Journal Article; Research Support, Non-U.S. Gov't

بيانات الدورية: Publisher: Elsevier Country of Publication: Ireland NLM ID: 8406280 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-5134 (Electronic) Linking ISSN: 07383991 NLM ISO Abbreviation: Patient Educ Couns

مواضيع طبية MeSH: Communication* , Learning* , Professional Competence*, Education, Medical, Undergraduate/*methods, Curriculum ; Faculty, Medical ; Female ; Humans ; Internship and Residency/methods ; Male ; Pilot Projects ; Program Evaluation ; Students, Medical ; Teaching ; United States

مستخلص: Objective: This paper describes educational programs designed to create humanistic physicians who are skilled in communicating with patients and committed to professional values. The educational programs addressed these goals in medical students, residents and young faculty members over a 22-year period. Evaluations enhanced understanding and documented outcomes of the programs.
Methods: Detailed descriptions of the design and educational methods employed by the programs are given, along with results of their evaluations.
Results: Key features of the educational programs that effectively influenced learners' skills, values, attitudes, and behaviors include: (a) longitudinal learning in small groups, (b) creating a supportive group process, (c) prominent inclusion of reflective learning, and (d) experiential learning of skills. Qualitative analyses provided an understanding of the learning processes and the transformative nature of the programs. Surveys and questionnaires documented statistically significant outcomes achieving the programs' goals.
Conclusions: Longitudinal educational programs employing critical reflection alongside mastery of skills enhance humanistic values and may have transformative effects on their learners. PRACTICAL IMPLICATION: The descriptions and outcomes described herein for medical students, residents and young faculty members may suggest blueprints for future educational efforts aimed at producing humanistic professionals.
(Copyright (c) 2010 Elsevier Ireland Ltd. All rights reserved.)