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Inclusion of person-centred care in UK postgraduate medical education curricula: Interviews and documentary analysis

BACKGROUND: Person-centred care (PCC) involves placing people at the centre of their healthcare decision making to ensure it meets their needs, values, and personal circumstances. Increasingly, PCC is promoted in healthcare policy and guidance, but little is known about how this is embedded in postg...

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Autores principales: Moore, Heather L., Watson, Rose, Farnworth, Allison, Giles, Karen, Tomson, David, Thomson, Richard G.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10568751/
https://www.ncbi.nlm.nih.gov/pubmed/37821866
http://dx.doi.org/10.1186/s12909-023-04730-2
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author Moore, Heather L.
Watson, Rose
Farnworth, Allison
Giles, Karen
Tomson, David
Thomson, Richard G.
author_facet Moore, Heather L.
Watson, Rose
Farnworth, Allison
Giles, Karen
Tomson, David
Thomson, Richard G.
author_sort Moore, Heather L.
collection PubMed
description BACKGROUND: Person-centred care (PCC) involves placing people at the centre of their healthcare decision making to ensure it meets their needs, values, and personal circumstances. Increasingly, PCC is promoted in healthcare policy and guidance, but little is known about how this is embedded in postgraduate medical training. The aim of this research was to understand how PCC is embedded in UK postgraduate medical training and explore factors influencing inclusion of PCC in curricula content. METHODS: To explore this, we interviewed senior professionals with key roles in the curricula from four UK Royal Colleges (Psychiatrists; Physicians; Surgeons; and GPs) and used framework analysis on interviews and relevant curricula documents to identify themes. RESULTS: Legislation and professional/educational guidance influenced inclusion. PCC definitions and terminology differed and placement within curricula was variable. Royal Colleges defined the curriculum and provided training to ensure competence, but local deaneries independently implemented the curriculum. Trainer engagement was greater than trainee buy in. Quality assurance focused on feedback from trainers and trainees rather than patients, and patient and public involvement in curriculum development, teaching, and assessment was limited. CONCLUSIONS: There is a need for cross-organisation collaboration to develop a PCC competence framework that defines the skills and level of competence required at different points in training, with clarity around the differences between undergraduate and postgraduate requirements. Greater auditing and quality assurance of programme delivery would help identify successful practices to share within and across Royal Colleges, while still maintaining the flexibility of local provision. Engagement with patients and the public in this work can only strengthen provision. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04730-2.
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spelling pubmed-105687512023-10-13 Inclusion of person-centred care in UK postgraduate medical education curricula: Interviews and documentary analysis Moore, Heather L. Watson, Rose Farnworth, Allison Giles, Karen Tomson, David Thomson, Richard G. BMC Med Educ Research BACKGROUND: Person-centred care (PCC) involves placing people at the centre of their healthcare decision making to ensure it meets their needs, values, and personal circumstances. Increasingly, PCC is promoted in healthcare policy and guidance, but little is known about how this is embedded in postgraduate medical training. The aim of this research was to understand how PCC is embedded in UK postgraduate medical training and explore factors influencing inclusion of PCC in curricula content. METHODS: To explore this, we interviewed senior professionals with key roles in the curricula from four UK Royal Colleges (Psychiatrists; Physicians; Surgeons; and GPs) and used framework analysis on interviews and relevant curricula documents to identify themes. RESULTS: Legislation and professional/educational guidance influenced inclusion. PCC definitions and terminology differed and placement within curricula was variable. Royal Colleges defined the curriculum and provided training to ensure competence, but local deaneries independently implemented the curriculum. Trainer engagement was greater than trainee buy in. Quality assurance focused on feedback from trainers and trainees rather than patients, and patient and public involvement in curriculum development, teaching, and assessment was limited. CONCLUSIONS: There is a need for cross-organisation collaboration to develop a PCC competence framework that defines the skills and level of competence required at different points in training, with clarity around the differences between undergraduate and postgraduate requirements. Greater auditing and quality assurance of programme delivery would help identify successful practices to share within and across Royal Colleges, while still maintaining the flexibility of local provision. Engagement with patients and the public in this work can only strengthen provision. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04730-2. BioMed Central 2023-10-11 /pmc/articles/PMC10568751/ /pubmed/37821866 http://dx.doi.org/10.1186/s12909-023-04730-2 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Moore, Heather L.
Watson, Rose
Farnworth, Allison
Giles, Karen
Tomson, David
Thomson, Richard G.
Inclusion of person-centred care in UK postgraduate medical education curricula: Interviews and documentary analysis
title Inclusion of person-centred care in UK postgraduate medical education curricula: Interviews and documentary analysis
title_full Inclusion of person-centred care in UK postgraduate medical education curricula: Interviews and documentary analysis
title_fullStr Inclusion of person-centred care in UK postgraduate medical education curricula: Interviews and documentary analysis
title_full_unstemmed Inclusion of person-centred care in UK postgraduate medical education curricula: Interviews and documentary analysis
title_short Inclusion of person-centred care in UK postgraduate medical education curricula: Interviews and documentary analysis
title_sort inclusion of person-centred care in uk postgraduate medical education curricula: interviews and documentary analysis
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10568751/
https://www.ncbi.nlm.nih.gov/pubmed/37821866
http://dx.doi.org/10.1186/s12909-023-04730-2
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