It’s a matter of trust: exploring the basis of program directors’ decisions about whether to trust a resident to care for a loved one

Yoon, Michelle; Kurzweil, Dina; Durning, Steven J.; Schreiber-Gregory, Deanna; Hemmer, Paul A.; Gilliland, William R.; Dong, Ting

doi:10.1007/s10459-019-09953-x

Cited by 2 publications

(1 citation statement)

References 30 publications

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“…In healthcare education, concern is growing that trust-building and empathy-informed reflective skills are not adequately demonstrated among emerging healthcare professionals. Faculty and program directors are grappling with how to impart the skills to gain and build trust (Hendren and Kumagai, 2019) and how to predict medical entrustability (Yoon et al, 2020), especially when the educational environments in many schools and programs are high-stress, high-stakes in which trust is not cultivated (Hafferty, O'Brien and Tilburt, 2020). If learners are shaped in a high-stress, untrusting environment with no objective working model of what trust looks like and how to build it, then the ultimate result may continue to be stressed-out new clinicians who are not optimally competent at gaining or building trust.…”

Section: Trustworthiness Entrustability and Rebuilding Trust In Healthcare Educationmentioning

confidence: 99%

Toward Understanding and Building Trust for Practicing and Emerging Healthcare Professionals: The ASC-DOC Trust Model

Burchard¹,

Grunberg²,

Barry³

2020

MedEdPublish

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Trust is the foundation of stable, effective, sustainable healthcare. Unfortunately, trust in healthcare has been eroding over the past several decades. New and emerging healthcare professionals face the daunting tasks to master the competence and empathy necessary to warrant and gain the trust of patients. Healthcare education needs an objective measure to recognize what trust looks and acts like, how to assess its lack, and how to address trust gaps. The ASC-DOC Trust Model provides a dialogical point of reference for healthcare faculty and learners to begin to build trusting relationships that objectively and consistently measures competency in assessing and building trust. For healthcare professionals, the ASC-DOC Trust Model is a functional framework for beginning trust discussions and an actionable means to measure and build trust with patients. The ASC-DOC Trust Model includes six dimensions in the realm of observable trust experiences: Authenticity, Safety, Consistency, Dependability, Ownership, and Competence. This model is applied in a five-step process: (1) Focus on the person; (2) Ask for input and really mean it; (3) Discover and validate current needs; (4) Affirm trust already present; (5) Build trust by facing and addressing current trust needs.

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Section: Trustworthiness Entrustability and Rebuilding Trust In Healthcare Educationmentioning

confidence: 99%

Toward Understanding and Building Trust for Practicing and Emerging Healthcare Professionals: The ASC-DOC Trust Model

Burchard¹,

Grunberg²,

Barry³

2020

MedEdPublish

View full text Add to dashboard Cite

show abstract

“Primum Non Nocere”—First, Do No Harm: A Retrospective Review of the Impact of Curricular Reform on USUHS Graduates’ Performance During Their PGY-1 Year

Melton,

Hemmer,

Pock

et al. 2023

Military Medicine

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Purpose To determine whether medical school curricular change impacted the assessment of graduates in their first year of postgraduate training. Methods The authors examined for differences in the survey of postgraduate year one (PGY-1) program directors for Uniformed Services University (USU) medical school graduates from the Classes of 2011 and 2012 (pre-curriculum reform, pre-CR), Classes of 2015, 2016, and 2017 (curriculum transition), and Classes of 2017, 2018, and 2019 (post-curriculum reform, post-CR). Multivariate analysis of variance was used to explore for differences among the cohorts in the 5 previously identified factors on the PGY-1 survey (Medical Expertise; Professionalism; Military Unique Practice, Deployments and Humanitarian Missions; System-Based Practice and Practiced-Based Learning; Communication and Interpersonal Skills). Nonparametric tests were used when the error variance between cohorts was found to be unequal across samples. Kruskal–Wallis (a rank ordered analysis of variance) and Tamhan’s T2 were used to characterize specific differences. Results There were 801 students included: 245 (pre-CR); 298 (curricular transition); and 212 (post-CR). Multivariate analysis of variance demonstrated significant differences in all survey factors among the comparison groups. From pre-CR to the curricular transition, ratings in all factors declined, but none reached the level of a statistical significance. Ratings of all 5 factors showed significant improvement from the curricular transition to post-CR, and scores from pre-CR to post-CR trended in the positive direction with Practice-Based Learning (effect size 0.77), showing significant gains. Conclusion Ratings by PGY-1 program directors of USU graduates over time demonstrated a very small decline soon after curriculum reform but later showed a large improvement in domains reflecting areas of emphasis in the curriculum. In the eyes of a key stakeholder, the USU curriculum reform did no harm and led to improved PGY-1 assessments.

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It’s a matter of trust: exploring the basis of program directors’ decisions about whether to trust a resident to care for a loved one

Cited by 2 publications

References 30 publications

Toward Understanding and Building Trust for Practicing and Emerging Healthcare Professionals: The ASC-DOC Trust Model

Toward Understanding and Building Trust for Practicing and Emerging Healthcare Professionals: The ASC-DOC Trust Model

“Primum Non Nocere”—First, Do No Harm: A Retrospective Review of the Impact of Curricular Reform on USUHS Graduates’ Performance During Their PGY-1 Year

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