Using patients as educators for communication skills Exploring dental students’ and patients’ views C. Coelho.pdf

该【Using patients as educators for communication skills Exploring dental students’ and patients’ views C. Coelho 】是由【好用文档】上传分享，文档一共【9】页，该文档可以免费在线阅读，需要了解更多关于【Using patients as educators for communication skills Exploring dental students’ and patients’ views C. 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】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。Accepted:13June2017DOI::Exploringdentalstudents’andpatients’?|??|?,?PeninsulaDentalSchool,?UniversityofPlymouth,Plymouth,UKAbstract2PlymouthUniversityPeninsulaSchoolsofTitle:AqualitativestudytoexploretheissuesforpatientsandstudentswhengivingMedicine&Dentistry,Plymouth,,?PeninsulaDentalObjectives:TheDepartmentofHealthandNationalInstituteforHealthResearchareSchool,?UniversityofPlymouth,Plymouth,UKcommittedtoinvolvingpatientsinimprovingclinicaleducation,,thereisalimitedbodyofevidenceontheperceptionsofpatientswhenCatherineCoelho,PeninsulaDentalSchool,PlymouthUniversityPeninsulaSchoolsofaskedtobeinvolvedinthisway,andspecificallywhenaskedtoprovidefeedbackonMedicine&Dentistry,UniversityofPlymouth,,:cathy.******@:Datawerecollectedusingfocusgroupswithdentalstudents(n=10)andpatients(n=8),:Fourthemesemergedfromthedata:“legitimacy,”“co--educators,”“maintain-ingtheequilibriumofthepatient--studentrelationship”andthe“timingofpatientfeed-back.”municationskillswasestablished,,,confidentialityandownershipofthefeedbackprocesswereworrisome,:Patientsandstudentsarewillingtoengageinpatientfeedbackonstu-municationskills,andwithsupportandtraining,-,dentistry,;1–9./journal/eje?2017JohnWiley&SonsA/S.?|?1PublishedbyJohnWiley&SonsLtd2?|???COELHOet??|?-Engagingwithpatientsinanactivewaytoimprovemedicaleducation,tivepractitioners,healthcareprofessionalshaveadutytoexaminemendedintheUKatnationalwhethertwo--muni-levelbytheDepartmentofHealth(DH)-forHealthResearch(NIHR)-5Theiraimisqualitycarefocusedontheneedsofthepa-“hearttientstatingthe“patientvoiceshouldbeheardatalltimes”.5Thispaperofmedicaleducation”29;anessentialintheacquisitionofgoodclinicalfocusesontheroleofpatientsinmedicaleducation,specificallydentalpracticeandforthedevelopmentofreflectiveskillsneededforlifelongmuni-learning30Therearemanydefinitionsoffeedback,butoverall,itissug-“Canpatientsbeteachers?”en-,telephoneinterviewsandweb--basedplacewhenthereisacycleofexperience,reflection,thinkingandplan--ningbeforeembarkingontheexperienceagain31Feedbackisoneofsityintheinvolvementofpeoplewhoarepatientsinmedicaleduca-themostpowerfulinfluencesonlearningandachievement32althoughtion,notablyforsocialcareandmentalhealthprofessions,butwiththisimpactcaneitherbepositiveornegative33Patientfeedbackisin---termbenefitsforstrumentalinthemeasurement,maintenanceandmonitoringofsafetyallstakeholdersbutlittlelong--eswasrec-and“shouldbecollectedasfaraspossibleinrealtime”-quality-mendedtodevelopCareyet?-Thewiderliteratureonpatientinvolvementinmedicaleducationtionin2007,--10Patientsseethemselvesatedinthisreview,,assessmentmethodswereusedwithsimulatedpatients,role--playDoucetandWellsdiscussthechallengesandbenefitsfacedbypatientswithfaculty,problem----termhealthconditionssharingexperienceswithstudents12Careyet?“personallearningabouttheircondition”inanexceptionalpositiontogarnerfeedbackfromtheirpatientsonand“makingvaluedcontributions”asthemainbenefits.“Potentialvul-theirownindividualstrengthsandweaknessesoftheirinterpersonalnerability”municationskills,nostudyconsideredinthisreviewhadsoughtOverall,“”22ThereisstrongsupportfromeducatorsandstudentsforpatientApplyingalimitonarticlesfrom2007,afurthersearchwasun-?-,34-40casesandtogetherwerevaluablepartnersintheirtreatment14PatientAcontentanalysiswasperformedontheeightarticlesbyidentifyingeducatorsareseentofacilitatealearningenvironmentthataddsau-thestudydesign,numberandstageofeducationofparticipants,thethenticityandmakesspacetoask“stupid”questionsandlearnfromtypeofintervention,theresults,;forexample,-36Ofthespaceforaskingquestionsandbeingpermittedtomakemistakesfa-fiveremainingpapers,onewasthesystematicreviewbyCareyet?.--,Weneret?,municationthatwasmissingfromtheliteraturewas“whethertheedassessmentandfeedback”.37training,,,17-20educationalistsareencouragedoverallbythisliteraturetoutilisethemendations,21,22de-value--addedcontributionofthepatienttoauthenticateandmaximisecreasedpatientanxiety23--,noevidencewasfoundinthedentaleducationCOELHOet?al.???|?3literatureontheissuesrealpatientsandstudentswouldfacewhentheparticipants,,moditiestobeex-,itisnecessarytoseekpa-participantscouldbeoverwhelming,unmanageableorrepressivefortients’?-ThestudypopulationwereYear2dentalstudentsatanEnglishtionsofpatientsanddentalstudentsonthegivingandreceivingofdentalschoolandthepatientstreatedbythesestudentsintheaca--yearstudents,astheywerethefirstcohortofanew5--yearunder-,likemanyothers,apatient--to--,Ethicalapprovalwasgrantedon24December2014byNHSRECeeducatorsin(reference14/YH/1316)-.(,2014).Thisfacilitatedacquain-tancewiththedataandthroughreadingandre--readingthedata,wordsusedbyparticipantswerecloselylookedatandinterpretedtowhatthe2?|?“Whatarethethoughts,feelingsandperceptionsofpatientsandweresoughttogeneratecategories,whichwerethenclassifiedintotodentalstudentswithrespecttoinvolvingpatientsingivingfeedbackseveralsubthemes,andthenfromthis,generalthemeswereidenti-municationskillsduringclinicalencounters.”,thecodesof“anonymous,”“named,”“identified”andDatawerecollectedusingfocusgroups,twowithpatientsandone“confidential”ledtothecategory“anonymity.”-,triangulationandmemberwereasked,afterexplanationofthestudy,toselectfocusgroupsorcheckingwithparticipants,participantvalidationofemergentthemes,,cleardocumentationoftherationalebehindde-werefavouredbyaratioof7:3astheywerefelttobelessintimi-cisionstakenduringthisresearchstudyandclearexpositionofthere---levelrationalisationofthethoughts,feelingsandbeliefsofthetargetpopulationandtoelucidatetheirre-3?|?,,?1?QuestionsusedinfocusgroupsEngagementquestions?Iamgoingtoshowyouthescoresheetusedtorateadentalstudent’.?Thinkabouthowyouwouldfeelifyouwereaskedtogive/receivefeedbackonthesedifferentskills.?Couldyouletmeknowwhatyouarethinkingifyouwereaskedtodothis/receivethis?Explorationquestions?Whatwouldmakethishardforyoutodo??Whatwouldmakethiseasyforyoutodo??Doyouthinkthiswouldbeagoodthingtodo?Exitquestion?Isthereanythingelseanyonewouldliketosay?Helpfulpromptsthe?Canyoutalkaboutthatmore?facilitatorused?Helpmetounderstandwhatyoumean??Canyougivemeanexample???4?|???COELHOet?al.?"Goodidea"?Addedvalueofreal-?Supportlifecontext?Validation?Altruisticenquiry?Authentication?ShareddialogueCo-Legitimacyeduca