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Educating patient-centered, systems-aware physicians: a qualitative analysis of medical student perceptions of value-added clinical systems learning roles
BACKGROUND: Medical schools have a critical need to develop roles for students that are “value-added,” defined as “…experiential roles that can positively impact health outcomes while also enhancing student knowledge, attitudes, and skills in Clinical or Health Systems Science.” Following implementa...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6211412/ https://www.ncbi.nlm.nih.gov/pubmed/30384850 http://dx.doi.org/10.1186/s12909-018-1345-5 |
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author | Gonzalo, Jed D. Wolpaw, Daniel Graaf, Deanna Thompson, Britta M. |
author_facet | Gonzalo, Jed D. Wolpaw, Daniel Graaf, Deanna Thompson, Britta M. |
author_sort | Gonzalo, Jed D. |
collection | PubMed |
description | BACKGROUND: Medical schools have a critical need to develop roles for students that are “value-added,” defined as “…experiential roles that can positively impact health outcomes while also enhancing student knowledge, attitudes, and skills in Clinical or Health Systems Science.” Following implementation of value-added clinical systems learning roles for all first-year students, authors investigated student perceptions of the educational value from these patient-centered experiences. METHODS: Between 2014 and 16, authors collected logs from students following their working with patients; authors also performed six, 1:1 student interviews, which were audio recorded and transcribed verbatim. Authors used thematic analysis to explore students’ perceptions of the experience and educational benefits from these roles. Authors identified themes, and agreed upon results and quotations. RESULTS: A total of 792 logs from 363 patients and six interviews were completed and analyzed. Students reported six educational benefits of performing value-added clinical systems learning roles in the health system, including enhanced understanding of and appreciation for a patient’s perspective on health care and his/her health, barriers and social determinants of health, health care systems and delivery, interprofessional collaboration and teamwork, clinical medicine, and approach to communicating with patients. CONCLUSIONS: Students’ reported educational benefits from value-added clinical systems learning roles span several learning areas that align with clinical and Health Systems Science, i.e. the needs of future physicians. These roles have the potential to shift learning from the physician-centric identity to one more fully aligned with patient-centered, team-based providers, while also potentially improving health today. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1186/s12909-018-1345-5) contains supplementary material, which is available to authorized users. |
format | Online Article Text |
id | pubmed-6211412 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-62114122018-11-08 Educating patient-centered, systems-aware physicians: a qualitative analysis of medical student perceptions of value-added clinical systems learning roles Gonzalo, Jed D. Wolpaw, Daniel Graaf, Deanna Thompson, Britta M. BMC Med Educ Research Article BACKGROUND: Medical schools have a critical need to develop roles for students that are “value-added,” defined as “…experiential roles that can positively impact health outcomes while also enhancing student knowledge, attitudes, and skills in Clinical or Health Systems Science.” Following implementation of value-added clinical systems learning roles for all first-year students, authors investigated student perceptions of the educational value from these patient-centered experiences. METHODS: Between 2014 and 16, authors collected logs from students following their working with patients; authors also performed six, 1:1 student interviews, which were audio recorded and transcribed verbatim. Authors used thematic analysis to explore students’ perceptions of the experience and educational benefits from these roles. Authors identified themes, and agreed upon results and quotations. RESULTS: A total of 792 logs from 363 patients and six interviews were completed and analyzed. Students reported six educational benefits of performing value-added clinical systems learning roles in the health system, including enhanced understanding of and appreciation for a patient’s perspective on health care and his/her health, barriers and social determinants of health, health care systems and delivery, interprofessional collaboration and teamwork, clinical medicine, and approach to communicating with patients. CONCLUSIONS: Students’ reported educational benefits from value-added clinical systems learning roles span several learning areas that align with clinical and Health Systems Science, i.e. the needs of future physicians. These roles have the potential to shift learning from the physician-centric identity to one more fully aligned with patient-centered, team-based providers, while also potentially improving health today. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1186/s12909-018-1345-5) contains supplementary material, which is available to authorized users. BioMed Central 2018-11-01 /pmc/articles/PMC6211412/ /pubmed/30384850 http://dx.doi.org/10.1186/s12909-018-1345-5 Text en © The Author(s). 2018 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Article Gonzalo, Jed D. Wolpaw, Daniel Graaf, Deanna Thompson, Britta M. Educating patient-centered, systems-aware physicians: a qualitative analysis of medical student perceptions of value-added clinical systems learning roles |
title | Educating patient-centered, systems-aware physicians: a qualitative analysis of medical student perceptions of value-added clinical systems learning roles |
title_full | Educating patient-centered, systems-aware physicians: a qualitative analysis of medical student perceptions of value-added clinical systems learning roles |
title_fullStr | Educating patient-centered, systems-aware physicians: a qualitative analysis of medical student perceptions of value-added clinical systems learning roles |
title_full_unstemmed | Educating patient-centered, systems-aware physicians: a qualitative analysis of medical student perceptions of value-added clinical systems learning roles |
title_short | Educating patient-centered, systems-aware physicians: a qualitative analysis of medical student perceptions of value-added clinical systems learning roles |
title_sort | educating patient-centered, systems-aware physicians: a qualitative analysis of medical student perceptions of value-added clinical systems learning roles |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6211412/ https://www.ncbi.nlm.nih.gov/pubmed/30384850 http://dx.doi.org/10.1186/s12909-018-1345-5 |
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