Using a Teaching OSCE to Prompt Learners to Engage With Patients Who Talk About Religion and/or Spirituality

Seehusen, Dean A.; Canzona, Mollie Rose; Cafferty, Lauren A.

doi:10.1097/acm.0000000000000062

Cited by 32 publications

(25 citation statements)

References 39 publications

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“…Effective communication increases patient satisfaction, recall and understanding of information, adherence, and the potential for social support for patients (Ha & Longnecker, 2010; Ong, 1995). Issues of spirituality may pose a challenge to provider-patient communication, but the literature suggests that an openness to discussing these issues may facilitate better communication (Ledford et al 2014: Saguil & Phelps, 2012). Saguil & Phelps (2012) suggest that physicians keep an open ear for any mention of faith and spiritual practices, as they may potentially be invitational cues for the discussion of spirituality.…”

Section: Resultsmentioning

confidence: 99%

Incorporating Spirituality in Primary Care

2016

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Section: Resultsmentioning

confidence: 99%

Incorporating Spirituality in Primary Care

2016

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“…Reflective activities enable students to explore and understand the meaning and purpose of difficulties faced during educational experiences. Examples include a teaching OSCE to develop skills to reflect on personal sources of meaning during encounters with patients’ beliefs [63] or interprofessional education with theology students [64] or philosophers. Curriculum on the moral and spiritual issues related to caring for critically ill patients and the self-care they mandate have been explored [65].…”

Section: Recommendationsmentioning

confidence: 99%

Medical student wellbeing – a consensus statement from Australia and New Zealand

Kemp

Bishop

et al. 2019

BMC Med Educ

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Background Medical student wellbeing – a consensus statement from Australia and New Zealand outlines recommendations for optimising medical student wellbeing within medical schools in our region. Worldwide, medical schools have responsibilities to respond to concerns about student psychological, social and physical wellbeing, but guidance for medical schools is limited. To address this gap, this statement clarifies key concepts and issues related to wellbeing and provides recommendations for educational program design to promote both learning and student wellbeing. The recommendations focus on student selection; learning, teaching and assessment; learning environment; and staff development. Examples of educational initiatives from the evidence-base are provided, emphasising proactive and preventive approaches to student wellbeing. Main recommendations The consensus statement provides specific recommendations for medical schools to consider at all stages of program design and implementation. These are: Design curricula that promote peer support and progressive levels of challenge to students. Employ strategies to promote positive outcomes from stress and to help others in need. Design assessment tasks to foster wellbeing as well as learning. Provide mental health promotion and suicide prevention initiatives. Provide physical health promotion initiatives. Ensure safe and health-promoting cultures for learning in on-campus and clinical settings. Train staff on student wellbeing and how to manage wellbeing concerns. Conclusion A broad integrated approach to improving student wellbeing within medical school programs is recommended. Medical schools should work cooperatively with student and trainee groups, and partner with clinical services and other training bodies to foster safe practices and cultures. Initiatives should aim to assist students to develop adaptive responses to stressful situations so that graduates are prepared for the realities of the workplace. Multi-institutional, longitudinal collaborative research in Australia and New Zealand is needed to close critical gaps in the evidence needed by medical schools in our region.

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“…To this point, at least one hospital has provided an educational opportunity for physicians to become more practiced in mindful reflection before and after challenging conversations. 16,17 A program in mindful communication for primary care physicians and mindfulness interventions for physicians have been proposed to address job satisfaction as well as attrition concerns. 18-20 …”

Section: Challenging Conversationsmentioning

confidence: 99%

AMEN in Challenging Conversations: Bridging the Gaps Between Faith, Hope, and Medicine

Cooper

Ferguson

Bodurtha

et al. 2014

JOP

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All health care practitioners face patients and families in desperate situations who say, “We are hoping for a miracle.” Few providers have any formal training in responding to this common, difficult, and challenging situation. We want to do our best to preserve hope, dignity, and faith while presenting the medical issues in a nonconfrontational and helpful way. We present the acronym AMEN (affirm, meet, educate, no matter what) as one useful tool to negotiate these ongoing conversations.

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Using a Teaching OSCE to Prompt Learners to Engage With Patients Who Talk About Religion and/or Spirituality

Abstract: The educational innovation can help learners become more aware of and skillful in dealing with difficult physician-patient communication topics.

Cited by 32 publications

References 39 publications

Incorporating Spirituality in Primary Care

Incorporating Spirituality in Primary Care

Medical student wellbeing – a consensus statement from Australia and New Zealand

AMEN in Challenging Conversations: Bridging the Gaps Between Faith, Hope, and Medicine

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