Patient-based Learning Research Articles

Effects of interprofessional education on patient perceived quality of care

Background: Active patient-based learning by working together at an interprofessional clinical education ward (CEW) increases collaborative and professional competence among students.Aim: To assess the patients’ perceptions of collaborative and communicative aspects of care when treated by interprofessional student teams as compared to usual care.Method: Patients treated by student teams (medical, nurse, physiotherapy and occupational therapy students) at a CEW comprised the intervention group. Patients treated at a regular ward were taken as controls. The patients answered a questionnaire representing collaborative and communicative aspects of care. Questionnaires from CEW (n = 84) and control (n = 62) patients were obtained (82% vs 73% response rates).Results: CEW patients rated a significantly higher grade of own participation in decisions regarding treatment as compared to controls (p = 0.006). They did further rate a higher grade of satisfaction with information regarding need of help at home (p = 0.003) and perceived that the CEW staff had taken their home situation into account at a higher grade in the preparation of discharge (p = 0.0002). Finally, CEW patients felt better informed (p = 0.02).Conclusion: Patients perceived a higher grade of quality of care as compared to controls with no signs of disadvantages when treated and informed by supervised interprofessional student teams.

Pharmacolgy teaching: Need for a sea change

Sir, One cannot but agree with the pitch for substantial changes in the current pharmacology curriculum.[1] Traditional teaching of pharmacology has encouraged rote learning and has taken away the interest of students from what can be a very interesting subject. The practical teaching has been even worse, with emphasis being on ancient techniques. As a student, I never understood the need to perform those experiments on rabbit intestines and the need to prepare those tinctures and lotions that I no longer remember. Training in practical clinical pharmacology was extremely limited. Any change in this archaic curriculum needs all the support from teachers, policy makers and administrators. Current medical graduates learn their first lessons in rational and appropriate prescribing in busy out patient departments during their internship. Their knowledge about practical drug dosing and modifications to be made in various clinical scenarios leaves much more to be desired. The new guidelines for teaching pharmacology must be radical in scraping what is useless and in recommending a practical patient-based learning. This will bring the interest of medical students back into pharmacology classes.

An Instrument Designed for Faculty Supervision Evaluation by Anesthesia Residents and Its Psychometric Properties

We aimed 1) to develop a valid and reliable instrument for faculty supervision evaluation by anesthesia residents and 2) to disclose the sources of error in residents' ratings. A qualitative study involving residents and faculty identified constructs of supervisory ability, which were entered as items in a measurement instrument used by 19 residents to evaluate 39 instructors during a 6-mo period. The instrument was psychometrically tested under classical item and generalizability theories. A decision study, using the parameters of the generalizability (G) study, estimated the number of resident ratings needed to produce dependable measures of a single faculty. Nine dimensions emerged from the qualitative study: planning perianesthesia care, providing feedback ("the instructor provides me timely, informal, non-threatening comments on my performance and shows me ways to improve"); being available ("the instructor is promptly available to help me solve problems with patients and procedures"); giving opportunities/fostering resident autonomy; stimulating patient-based learning; demonstrating professionalism; being present during the critical events; demonstrating interpersonal skills; being concerned about safety. Residents provided 970 evaluations. The instrument exhibited internal consistency (Cronbach's alpha=0.93), content and face validities, and a single-factor structure. Generalizability and dependability coefficients were 0.93. Between-instructors differences accounted for 56% of score variance. Resident-instructor interactions accounted for 44% of score variance, indicating that scores were influenced by each resident's unique perceptions of instructors (halo effect). According to the results of the decision study, dependability of measures within the 75% to 95% range could be expected with 3 to 33 residents rating each faculty member, respectively. The nine-item instrument produced valid and reliable measures of faculty supervision. However, a significant amount of halo effect biased such measures. G-studies may help identify the type and magnitude of rater biases affecting resident-generated faculty supervision evaluations, and can be useful for interpreting their results, especially if personnel decisions (e.g., tenure, promotion) rely on such measures.

Perspective: The Case for Subspecialty Clinical Learning in Early Medical Education???Moving From Case-Based to Patient-Based Learning

The subspecialty departments are greatly underutilized for teaching during the first two years of medical school. While second-year students are spending most of their time behind closed doors in the laboratory, lectures, and small groups, the clinical environment is teeming with actual patients whose cases are often directly analogous to the material being learned. Moreover, even in today's environment of increased emphasis on quality of medical care and medical education reform, many U.S. medical students still lack essential exposure to common technologies, tests, and procedures performed within several subspecialties. To remedy this situation, the authors propose that educators develop a system of subspecialty clinical learning for first- and/or second-year students correlated to the classroom study of the pathophysiology of the various organ systems. For example, the second-year cardiology course could be augmented with self-directed, patient-centered learning assignments in the cardiac unit, the pathology lab, the echo lab, and other areas. The authors explain the several advantages of comprehensive subspecialty clinical learning (e.g., it will help prepare physicians to practice distributed care, aid development of competencies within the behavioral and social sciences, foster students' professional development, and encourage creative approaches to issues of health care quality). The authors acknowledge the multiple difficulties of implementing such an approach, and present evidence supporting their argument that with the appropriate vision and leadership, such a living curriculum is important and achievable.

Cultural Awareness through Medical Student and Refugee Patient Encounters

This paper presents findings from a qualitative investigation of cultural awareness that medical students developed in the context of providing medical care to refugees. Our evaluation question was: What kinds of cultural awareness and communication lessons do medical students derive from clinical encounters with refugee patients? Thirty-eight semi-structured interviews were conducted to debrief a sample of 27 medical students. A multidisciplinary research team analyzed the debriefing texts following an interpretive "immersion-crystallization" approach. Three domains in cultural awareness training encompassed 13 key lessons or themes. Students reported enhanced awareness about the use of interpretation services and cross-cultural communication. A second set of lessons reflected awareness of the refugees' cultural background, and a third learning component involved experiences of cultural humility. The refugee plight prompted reflection on the students' own culture, and validated the rationale for empathetic care and patient empowerment. As medical school curricula incorporate more cultural diversity training, a patient-based learning approach with selected 'hands-on' experiences will create opportunities for students to increase their cultural sensitivity and competency. This program's experiential model indicates that after refugee medical encounters, these beginning medical students reported greater awareness of communication issues, and sensitivity toward religious values, family patterns, gender roles and ethnomedical treatments. It will be important to test these kinds of preceptor/apprenticeship models of cultural sensitivity training at later stages of medical training; in order to assess long-term effects.

Enhancing patient-based learning: introducing STRAC and the reflective history template

The University of New South Wales School of Rural Health, Australia, like many other rural clinical schools, relies heavily on patient-based learning which is largely serendipitous. The learning is not driven by courses of lectures but by the patients who become available in a variety of settings. Students, who, in their first 3 years have been exposed to a very structured didactic learning experience, start their rural experience in Year IV with a curriculum mainly concerned with general medicine and surgery. They have to learn to adapt to a largely self-directed model. While their rural clinical experience is very much broader than that of their city-based peers, an excellent feature, it engenders feelings of insecurity and a perceived need for students and faculty to have a method of tracking patient encounters so they can ensure the syllabus is covered. Early attempts with a paper-based system and later a Reflective Learning Diary proved unsuccessful. This article presents Syllabus Tracking (STRAC) together with a Reflective Case History Template which encourages reflective learning from patients encountered. STRAC is a web-based solution that includes a reporting function, and is easily modified to suit the needs of the curriculum. It is believed it may also prove useful for future applications. Most rural clinical schools in Australia are young, as are these tools. They are not formally evaluated but are offered to other schools as a suggestion.

Miniseminar: Controversies in treating oropharyngeal cancer

Opinions on the optimal treatment for oropharyngeal cancer remain disparate, even among experts. For minimal disease (T1-2), surgical resection is very feasible but does not address the high risk for occult nodal disease. Thus, many favor radiation therapy using single or altered fractionated schedules. For advanced disease, chemoradiation is now challenging the traditional approach of combined surgery and radiation. Brachytherapy is also effective in selected cases. The purpose of this panel is to highlight selected controversies in managing oropharyngeal cancer through patient-based learning techniques. Expert opinions will be sought from the multidisciplinary panel and discussion will be directed toward identifying the pros and cons for specific treatment regimens. Pre- and postpresentation assessment of the audience will be done to underscore the disparities of general opinions and whether this is altered through better understanding of the nuances of treatment approaches.

What do students actually do on an internal medicine clerkship? A log diary study.

There are limited data on the amount of time students spend on teaching and learning while on internal medicine clerkships, and existing data suggest a wide international variation. Community-based teaching of internal medicine is now widespread; but its strengths and weaknesses compared to traditional hospital based teaching are still unclear. To determine the proportion of time students spend on different activities on an internal medicine clerkship, and to determine whether this differs in general practice and in hospital. In addition we aimed to determine students' views on the educational value and enjoyment of various activities. Prospective completion of log diaries recording student activities. Each student was asked to complete the diary for two separate weeks of their internal medicine clerkship: one week of general practice-based teaching and one week of hospital-based teaching. The response rate was 68% (88/130). Students spent approximately 5.5 h per day on teaching and learning activities in both environments, with more time (50 min vs. 30 min, P = 0.007) on unsupervised interaction with patients in hospital than in general practice, and more time (53 min vs. 21 min, P < 0.001) undergoingassessment in general practice than in hospital. Standard deviations were wide, demonstrating the heterogeneous nature of the data. Students perceived supervised interaction with patients and teaching by doctors as the most educational activities in both environments, but found it even more educationally valuable and enjoyable in general practice than in hospital (mean score for educational value: 4.27 in general practice, 3.88 in hospital, P = 0.048; mean score for enjoyment 4.13 in general practice, 3.66 in hospital, P = 0.03). Students greatly value interactions with patients, perceiving these as both educational and enjoyable. Curriculum planners must continue to place patient-based learning at the centre of undergraduate medical education. The heterogeneity of the data suggests that individual students have very different experiences, despite apparently similar timetables.