Fostering patient-centredness by following patients outside the clinical setting: an interview study
Abstract Background Patient-centredness is considered a core competency for health professionals. To support faculty in designing courses focused on patient-centredness, an understanding of how educational interventions lead to patient-centredness is required. This study aims to show how learning me...
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| Format: | Article |
| Language: | English |
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BMC
2020-01-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-020-1928-9 |
| _version_ | 1818607007084576768 |
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| author | Christel Grau Canét-Wittkampf Charlotte Eijkelboom Saskia Mol Dorien Zwart Iris Hendriks Esther de Groot |
| author_facet | Christel Grau Canét-Wittkampf Charlotte Eijkelboom Saskia Mol Dorien Zwart Iris Hendriks Esther de Groot |
| author_sort | Christel Grau Canét-Wittkampf |
| collection | DOAJ |
| description | Abstract Background Patient-centredness is considered a core competency for health professionals. To support faculty in designing courses focused on patient-centredness, an understanding of how educational interventions lead to patient-centredness is required. This study aims to show how learning mechanisms, which potentially contribute to patient-centredness, are triggered. Methods Thirty-five third-year medical students at the UMC Utrecht followed four different patients for two years. The intervention took place in an out-of-hospital setting. Students visited patients in their home circumstances and accompanied them to clinical events. Twelve students were interviewed. The realist approach was used to construct configurations which relate components of the intervention to the context and learning mechanisms. Results Following patients in their home circumstances for a prolonged period supported the development of meaningful relationships between students and patients and provided continuity. In the context of a meaningful relationship and continuity, mechanisms contributing to learning patient-centredness were triggered. The most important learning mechanisms found in this study were: reflecting, contextualising disease in a real persons’ life, broadening perspectives and engaging with the patients. Conclusions Learning mechanisms are triggered by continuity and by meaningful student-patient relationships. These can be enhanced by an out-of-hospital setting and longitudinal contact. Thus, a relationship between students and patients is an important enabler for the development of patient-centredness. |
| first_indexed | 2024-12-16T14:19:54Z |
| format | Article |
| id | doaj.art-aea7cd5e7cc24610aa76d5040a108017 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-16T14:19:54Z |
| publishDate | 2020-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-aea7cd5e7cc24610aa76d5040a1080172022-12-21T22:28:32ZengBMCBMC Medical Education1472-69202020-01-012011810.1186/s12909-020-1928-9Fostering patient-centredness by following patients outside the clinical setting: an interview studyChristel Grau Canét-Wittkampf0Charlotte Eijkelboom1Saskia Mol2Dorien Zwart3Iris Hendriks4Esther de Groot5Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, University UtrechtWilhelmina Kinderziekenhuis, University Medical Center Utrecht, University UtrechtJulius Center for Health Sciences and Primary Care, University Medical Center Utrecht, University UtrechtJulius Center for Health Sciences and Primary Care, University Medical Center Utrecht, University UtrechtJulius Center for Health Sciences and Primary Care, University Medical Center Utrecht, University UtrechtJulius Center for Health Sciences and Primary Care, University Medical Center Utrecht, University UtrechtAbstract Background Patient-centredness is considered a core competency for health professionals. To support faculty in designing courses focused on patient-centredness, an understanding of how educational interventions lead to patient-centredness is required. This study aims to show how learning mechanisms, which potentially contribute to patient-centredness, are triggered. Methods Thirty-five third-year medical students at the UMC Utrecht followed four different patients for two years. The intervention took place in an out-of-hospital setting. Students visited patients in their home circumstances and accompanied them to clinical events. Twelve students were interviewed. The realist approach was used to construct configurations which relate components of the intervention to the context and learning mechanisms. Results Following patients in their home circumstances for a prolonged period supported the development of meaningful relationships between students and patients and provided continuity. In the context of a meaningful relationship and continuity, mechanisms contributing to learning patient-centredness were triggered. The most important learning mechanisms found in this study were: reflecting, contextualising disease in a real persons’ life, broadening perspectives and engaging with the patients. Conclusions Learning mechanisms are triggered by continuity and by meaningful student-patient relationships. These can be enhanced by an out-of-hospital setting and longitudinal contact. Thus, a relationship between students and patients is an important enabler for the development of patient-centredness.https://doi.org/10.1186/s12909-020-1928-9Patient-centrednessRealist approachLongitudinal integrated clerkshipQualitative researchInterview study |
| spellingShingle | Christel Grau Canét-Wittkampf Charlotte Eijkelboom Saskia Mol Dorien Zwart Iris Hendriks Esther de Groot Fostering patient-centredness by following patients outside the clinical setting: an interview study BMC Medical Education Patient-centredness Realist approach Longitudinal integrated clerkship Qualitative research Interview study |
| title | Fostering patient-centredness by following patients outside the clinical setting: an interview study |
| title_full | Fostering patient-centredness by following patients outside the clinical setting: an interview study |
| title_fullStr | Fostering patient-centredness by following patients outside the clinical setting: an interview study |
| title_full_unstemmed | Fostering patient-centredness by following patients outside the clinical setting: an interview study |
| title_short | Fostering patient-centredness by following patients outside the clinical setting: an interview study |
| title_sort | fostering patient centredness by following patients outside the clinical setting an interview study |
| topic | Patient-centredness Realist approach Longitudinal integrated clerkship Qualitative research Interview study |
| url | https://doi.org/10.1186/s12909-020-1928-9 |
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