دورية أكاديمية
Patient Experience in Health Professions Curriculum Development.
| العنوان: | Patient Experience in Health Professions Curriculum Development. |
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| المؤلفون: | Molley S; Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Ontario, Canada., Derochie A; Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Ontario, Canada., Teicher J; Faculty of Medicine, University of Toronto, Canada Faculty of Medicine, University of Toronto, Canada., Bhatt V; Department of Speech-Language Pathology, University of Toronto, Canada., Nauth S; Faculty of Medicine, University of Toronto, Canada Faculty of Medicine, University of Toronto, Canada., Cockburn L; Faculty of Medicine, University of Toronto, Canada Faculty of Medicine, University of Toronto, Canada., Langlois S; Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Ontario, Canada.; Centre for Interprofessional Education, University of Toronto, Ontario Canada. |
| المصدر: | Journal of patient experience [J Patient Exp] 2018 Dec; Vol. 5 (4), pp. 303-309. Date of Electronic Publication: 2018 May 15. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: Sage Country of Publication: United States NLM ID: 101688338 Publication Model: Print-Electronic Cited Medium: Print ISSN: 2374-3735 (Print) Linking ISSN: 23743735 NLM ISO Abbreviation: J Patient Exp Subsets: PubMed not MEDLINE |
| أسماء مطبوعة: | Publication: Nov. 2015- : [Thousand Oaks, CA] : Sage Original Publication: Cleveland, OH : SBN Interacitve, [2014]- |
| مستخلص: | To enhance student learning, many health profession programs are embracing involvement of patients in their curricula, yet little is known about the impact of such an experience on patients. Objective: To understand the experiences of patients who contributed to the creation of a Verbatim Reader's Theater used in health professions curriculum. Methods: A semi-structured interview was conducted with a focus group of 3 patients who participated in curriculum development. The interview was recorded, transcribed verbatim, and analyzed for themes using van Manen approach to hermeneutic phenomenology. Results: Five themes emerged: (1) contextualizing contribution, (2) addressing expectations, (3) changing health-care service delivery, (4) sharing common experiences, and (5) coordinating participation. Conclusion: Patients had a positive experience contributing to curriculum development and found meaning in sharing their lived experience to shape the values of future clinicians. Strategies to promote continued success in partnership between patients and health professional curriculum developers include clear communication about the project's direction and early discussion of patient role and expectations. Competing Interests: Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. |
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| فهرسة مساهمة: | Keywords: curriculum development; health professions curriculum; medical education; patient engagement; patient expectations; patient experience; patient/relationship centered skills; phenomenology |
| تواريخ الأحداث: | Date Created: 20181222 Latest Revision: 20231005 |
| رمز التحديث: | 20231215 |
| مُعرف محوري في PubMed: | PMC6295813 |
| DOI: | 10.1177/2374373518765795 |
| PMID: | 30574552 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 2374-3735 |
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| DOI: | 10.1177/2374373518765795 |