Teaching Patient-Centered Care and Systems-Based Practice in Child and Adolescent Psychiatry

McGinty, Kaye L.; Larson, Justine; Hodas, Gordon R.; Musick, David W.; Metz, P

doi:10.1176/appi.ap.11060111

Cited by 6 publications

(2 citation statements)

References 2 publications

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“…In this context, PCC is mostly described within specific subfields, for example dementia (Clissett et al, 2013;Stokes, 2005), forensic psychiatry (Encinares & Golea, 2005;Livingston et al, 2012) or psychiatric education (McGinty et al, 2012;Robinson et al, 2010). Most literature concerns inpatient psychiatry which poses a distinct set of problems as compared to outpatient services, such as hospitalisation, isolation and coercion (Gabrielsson et al, 2014;Geller, 2012;Storm & Edwards, 2013).…”

Section: Introductionmentioning

confidence: 99%

Comparing patients’ perspectives of “good care” in Dutch outpatient psychiatric services with academic perspectives of patient-centred care

Maassen

Schrevel

Dedding

et al. 2016

Journal of Mental Health

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Background: Over the past six decades, the concept of patient-centred care (PCC) has been discussed in health research, policy and practice. However, research on PCC from a patients' perspective is sparse and particularly absent in outpatient psychiatric services. Aim: to gain insight into what patients with bipolar disorder and ADHD consider ''good care'' and what this implies for the conceptualisation of PCC. Method: A literature review on the different conceptualisations of PCC was complemented with qualitative explorative research on the experiences and needs of adults with ADHD and with bipolar disorder with mental healthcare in the Netherlands using focus group discussions and interviews.

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Section: Introductionmentioning

confidence: 99%

Comparing patients’ perspectives of “good care” in Dutch outpatient psychiatric services with academic perspectives of patient-centred care

Maassen

Schrevel

Dedding

et al. 2016

Journal of Mental Health

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“…With the development of specific competencies for graduate medical education by the Accreditation Council for Graduate Medical Education (ACGME; ACGME, 2008) and the more recent passage of the ACA (Sommers & Bindman, 2012), physicians who are able to effectively practice within the context and constraints of a health care system are critical. Though much has been written about these systems-based practice skills and how medical schools could teach them (Barffour, Gupta, Gururaj, & Hyder, 2012;Brandon & Mullan, 2013;Carey & Colby, 2013;Chen, O'Sullivan, Pfennig, Leone, & Kessler, 2012;Dunn, Dalton, Dorfman, & Dunn, 2004;Gillen et al, 2013;Hankins et al, 2001;Kanthan & Senger, 2011;Kronz, Westra, & Epstein, 1999;LeMelle, Arbuckle, & Ranz, 2013;McGinty, Larson, Hodas, Musick, & Metz, 2012;Roberts, Jarvis-Selinger, Pratt, Lucking, & Black, 2013;Roberts et al, 2012;Sheu, O'Brien, O'Sullivan, Kwong, & Lai, 2013;Szymczak & Bosk, 2012), the recent increased focus on health care systems provides ample rationale for additional study. In this research, the overall problem was to analyze medical student reflective writings to explore how the focus of a medical student progresses through the clinical curriculum.…”

Section: Introductionmentioning

confidence: 99%

Evolution of Medical Students' Understanding of Systems-Based Practice: A Qualitative Account

Jones

Bailey

Stewart

2014

TQR

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Reflective writing is a useful tool in medical education to analyze student experiences and measure development of certain skills. This tool is particularly useful in identifying skill components of systems-based practice. These skills are necessary for any practicing physician, but are of particular importance as they are a required residency competency. There is now additional focus on systems-based practice with the passage of the Patient Protection and Affordable Care Act (ACA). In this qualitative, grounded theory study, the reflective writings of students at a United States medical school were analyzed using the constant comparative method to explore how the focus of a medical student progresses through the clinical curriculum. The interprofessional team of researchers specifically sought to determine if areas of medical student focus evolve vertically across the curriculum and if in the process students develop an understanding of systems-based practice. The data supported both of these objectives, and actively supports future research to identify ways, both inside and outside the curriculum, to leverage the students’ natural progression of focus in order to expand systems-based practice education.

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Teaching Principles of Patient-Centered Care During Radiology Residency

et al. 2016

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Teaching Patient-Centered Care and Systems-Based Practice in Child and Adolescent Psychiatry

Cited by 6 publications

References 2 publications

Comparing patients’ perspectives of “good care” in Dutch outpatient psychiatric services with academic perspectives of patient-centred care

Comparing patients’ perspectives of “good care” in Dutch outpatient psychiatric services with academic perspectives of patient-centred care

Evolution of Medical Students' Understanding of Systems-Based Practice: A Qualitative Account

Teaching Principles of Patient-Centered Care During Radiology Residency

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