Characterizing the Patient-Centeredness of Hidden Curricula in Medical Schools: Development and Validation of a New Measure

Haidet, Paul; Kelly, P. M.; Chou, Calvin L.

doi:10.1097/00001888-200501000-00012

Cited by 99 publications

(100 citation statements)

References 14 publications

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“…20 As one author put it, the implication is that measurement of the student alone is only half of the equation. 23 The key point is that relying on behavioural assessment might lead to passing students with "professional behaviours" but unethical attitudes and fail students with "unprofessional behaviours" but ethical attitudes. Thus assessment must include context-dependent nature of behaviours.…”

Section: Professionalism As An Interpersonal Process or Effectmentioning

confidence: 99%

“…25 The environment should therefore be monitored for conditions that lead to negative phenomena such as the emotional detachment of students. 23 A key principle distilled from these papers is that professionalism is a set of behaviours and responses to situational and contextual phenomena that arise much less from individual cognitive or personality dimensions and much more from context during learning and practice. The assessment of professionalism therefore involves assessing the thoughts, decisions, responses and behaviours of all actors in each context, perhaps most importantly both teacher and student.…”

Section: Professionalism As An Interpersonal Process or Effectmentioning

confidence: 99%

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Assessment of professionalism: Recommendations from the Ottawa 2010 Conference

et al. 2011

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Over the past twenty-five years, professionalism has emerged as a substantive and sustained theme, the operationalization and measurement of which, has become a major concern for those involved in medical education. However, how to go about establishing the elements that constitute appropriate professionalism in order to assess them is difficult. Using a discourse analysis approach, the International Ottawa Conference Working Group on Professionalism (IOCPWG) studied some of the dominant notions of professionalism, and in particular the implications for its assessment. The results presented here reveal different ways of thinking about professionalism that can lead toward a multi-dimensional, multi-paradigmatic approach to assessing professionalism at different levels: individual, inter-personal, societal-institutional. Recommendations for research about professionalism assessment are also presented.

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Section: Professionalism As An Interpersonal Process or Effectmentioning

confidence: 99%

Section: Professionalism As An Interpersonal Process or Effectmentioning

confidence: 99%

Assessment of professionalism: Recommendations from the Ottawa 2010 Conference

et al. 2011

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“…Sixty-three articles were retained to be read completely; 20 additional references were identifi ed by a hand search, and 7 were included as a result of experts' suggestions. Of these 90 articles, 64 were excluded: 23 addressed a concept other than patient-centered care and did not measure at least 2 dimensions of the conceptual framework ; 11 reported on instruments assessing physicians' or nurses' perceptions [55][56][57][58][59][60][61][62][63][64][65] ; 19 did not deal with quantitative instruments [21][22][66][67][68][69][70][71][72][73][74][75][76][77][78][79][80][81][82] ; 7 were not relevant to an ambulatory family medicine context (6 in an inpatient context [83][84][85][86][87][88] and 1 in specialty medicine 89 ); 1 measured relations between the patient and the nurse specifi cally 79 ; 1 described an instrument designed to evaluate staff (very general questions) 90 ; and 2 did not provide suffi cient information on the development and validation of the instrument. 91,92 A fi nal sample of 26 articles (Table 1) was retained for data extra...…”

Section: Articles Included In the Reviewmentioning

confidence: 99%

Measuring Patients' Perceptions of Patient-Centered Care: A Systematic Review of Tools for Family Medicine

Hudon¹,

Fortin²,

Haggerty³

et al. 2011

The Annals of Family Medicine

279

262

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PURPOSE Patient-centered care is widely acknowledged as a core value in family medicine. In this systematic review, we aimed to identify and compare instruments, subscales, or items assessing patients' perceptions of patient-centered care in family medicine. METHODSWe conducted a systematic literature review using the MEDLINE, Embase, and Cochrane databases covering 1980 through April 2009, with a specifi c search strategy for each database. The search strategy was supplemented with searching by hand and expert suggestions. We looked for articles meeting all of the following criteria: (1) describing self-administered instruments measuring patient perceptions of patient-centered care; (2) reporting quantitative or psychometric results of development or validation; (3) being relevant to an ambulatory family medicine context. The quality of each article retained was assessed using a modifi ed version of the Standards for Reporting of Diagnostic Accuracy. Instrument' items were mapped to dimensions of a patient-centered care conceptual framework. RESULTSOf the 3,045 articles identifi ed, 90 were examined in detail, and 26, covering 13 instruments, met our inclusion criteria. Two instruments (5 articles) were dedicated to patient-centered care: the Patient Perception of Patient-Centeredness and the Consultation Care Measure, and 11 instruments (21 articles) included relevant subscales or items. CONCLUSIONSThe 2 instruments dedicated to patient-centered care address key dimensions but are visit-based, limiting their applicability for the study of care processes over time, such as chronic illness management. Relevant items from the 11 other instruments provide partial coverage of the concept, but these instruments were not designed to provide a specifi c assessment of patient-centered care.

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“…This is referred to as the "hidden curriculum," 16 which can be measured using a validated instrument. 17 Understanding these agenda-driven, cultural aspects of the learning environment is critical to the success of medical education, particularly in identifying areas where frictions may emerge between different cultural elements, and where curriculum components may be retained through institutional inertia rather than true educational need.…”

Section: Richard Tiberiusmentioning

confidence: 99%