Into the future: patient-centredness endures in longitudinal integrated clerkship graduates

Gaufberg, Elizabeth; Hirsh, David; Krupat, Edward; Ogur, Barbara; Pelletier, Stephen R.; Reiff, Deborah; Bor, David H.

doi:10.1111/medu.12413

Cited by 82 publications

(86 citation statements)

References 37 publications

(114 reference statements)

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“…We chose these goals for the association analysis without prior review of the quantitative data. We selected the seven program goals by considering themes currently prominent in the clinical medical education design literature, including educational continuity [5–8,21,26], longitudinal programs [13,23], LICs [15,16,18,27,28], and the future of medical education in the US [1–4]. The seven program goals selected were ‘exposure to specific patient populations,’ ‘exposure to social medicine,’ ‘exposure to primary care,’ ‘developing clinical skills,’ ‘developing professional skills,’ ‘understanding the patient experience,’ and ‘fostering longitudinal relationships.’…”

Section: Methodsmentioning

confidence: 99%

A review of longitudinal clinical programs in US medical schools

Gheihman

Jun

Young

et al. 2018

Medical Education Online

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Background: Longitudinal clinical experiences are a common component of undergraduate medical curricula, yet these programs have not been systematically characterized in US medical schools.Objective: Our study sought to identify and characterize longitudinal clinical programs (LCPs) in US medical schools and measure associations between programs’ structures and goals.Design: Using a mixed-methods approach, we conducted a secondary analysis of data from publicly available websites. We conducted a systematic keyword search of the websites of 137 LCME-accredited US medical schools to identify LCPs. We included programs with student–patient interactions of at least six months. We categorized programs using qualitative thematic analysis and compared associations between program structures and goals.Results: We identified 98 LCPs in 69 schools. Half (52.0%) of LCPs occurred during the core clinical year. Program structures included ‘clinic attachments’ (50.0%), ‘longitudinal integrated clerkships’ (26.5%), and ‘patient attachments’ (20.4%). We identified goals in 89 programs, including ‘exposing students to specific topics, patient demographics, or practice settings’ (78.7%); ‘clinical or professional skill development’ (65.2%); and ‘understanding the patient experience’ (19.1%). Patient attachments were associated with ‘exposure to specific patient demographics’ (P = .04) and ‘understanding the patient experience’ (P = .03). Pre-clinical programs were associated with clinical skills development (P = .01).Conclusions: Our study identifies the scope and nature of LCPs in US medical schools. Understanding connections between educational structures and goals may guide program design and research investigations of educational processes and outcomes.

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Section: Methodsmentioning

confidence: 99%

A review of longitudinal clinical programs in US medical schools

Gheihman

Jun

Young

et al. 2018

Medical Education Online

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“…LIC students follow a panel of patients during the clinical year, creating opportunities to foster meaningful relationships with patients and preceptors [30,31]. …”

Section: Innovate!mentioning

confidence: 99%

Roadmap for creating an accelerated three-year medical education program

Leong

Cangiarella

Fancher

et al. 2017

Medical Education Online

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Medical education is undergoing significant transformation. Many medical schools are moving away from the concept of seat time to competency-based education and introducing flexibility in the curriculum that allows individualization. In response to rising student debt and the anticipated physician shortage, 35% of US medical schools are considering the development of accelerated pathways. The roadmap described in this paper is grounded in the experiences of the Consortium of Accelerated Medical Pathway Programs (CAMPP) members in the development, implementation, and evaluation of one type of accelerated pathway: the three-year MD program. Strategies include developing a mission that guides curricular development – meeting regulatory requirements, attaining institutional buy-in and resources necessary to support the programs, including student assessment and mentoring – and program evaluation. Accelerated programs offer opportunities to innovate and integrate a mission benefitting students and the public. Abbreviations: CAMPP: Consortium of accelerated medical pathway programs; GME: Graduate medical education; LCME: Liaison committee on medical education; NRMP: National residency matching program; UME: Undergraduate medical education

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“…Actually, several attitudes regarding the doctor-patient relationship are transmitted to the students by professors, tutors and other staff's members 5,8,16 . Conversely, these attitudes are not analysed during the progress through medical school.…”

Section: Introductionmentioning

confidence: 99%

“…The medical students must be stimulated to develop a critical own view toward the attitudes and communicative skills linked to the provision of patient care 6,16 . Educational strategies that encourage the examination of these attitudes and behaviours might result in the better understanding of the lapses of the doctor-patient relationship [5][6][7][8][9][10] .…”

Section: Introductionmentioning

confidence: 99%

“…In 1969, the pioneer, Enid Balint 1 , who devoted much of her career to the study of the doctor-patient relationship, introduced the term "patient-centred medicine", which was related to the understanding of the patient as a unique human being 2,4 . Since then, various educational strategies have been adopted in the teaching-learning process aiming at the improvement of the doctor-patient relationship [5][6][7][8][9] . It should be highlighted that this contact is a special process of human interaction comprising significant dimensions of the clinical practice that includes technical, humanistic and ethical knowledge.…”

Section: Introductionmentioning

confidence: 99%

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