PURPOSE: To develop components of a curriculum for teaching and evaluating Residents as health advocates. METHOD: Modeled on the Delphi technique, the first step involved a multidisciplinary panel of 10 Queen's University health care providers with expertize in education and patient advocacy. In the context of four Advocacy questions: What is it?, Who does it?, How to teach it?, and How to evaluate it?, they discussed a curriculum framework including graded education, scholarly activity, role modeling, and case examples. In the second step, 24 faculty experts addressed two goals: (1) to identify attributes discussed by the expert panel in step 1 and corresponding measurable behaviours and (2) to refine the curriculum framework proposed in step 1 with emphasis on content and evaluation. RESULTS: Six attributes of a health advocate were identified; knowledgeable, altruistic, honest, assertive, resourceful, and up-to date. Behaviours that reflect these attributes were identified as desirable or undesirable and means of teaching were matched to the attributes. For most residents, skills would be developed in a graded fashion, progressing from advocating for the individual to society as a whole. CONCLUSIONS: This study provides a general framework from which specialty-specific curriculums for training health advocates can be developed.
PURPOSE: To develop components of a curriculum for teaching and evaluating Residents as health advocates. METHOD: Modeled on the Delphi technique, the first step involved a multidisciplinary panel of 10 Queen's University health care providers with expertize in education and patient advocacy. In the context of four Advocacy questions: What is it?, Who does it?, How to teach it?, and How to evaluate it?, they discussed a curriculum framework including graded education, scholarly activity, role modeling, and case examples. In the second step, 24 faculty experts addressed two goals: (1) to identify attributes discussed by the expert panel in step 1 and corresponding measurable behaviours and (2) to refine the curriculum framework proposed in step 1 with emphasis on content and evaluation. RESULTS: Six attributes of a health advocate were identified; knowledgeable, altruistic, honest, assertive, resourceful, and up-to date. Behaviours that reflect these attributes were identified as desirable or undesirable and means of teaching were matched to the attributes. For most residents, skills would be developed in a graded fashion, progressing from advocating for the individual to society as a whole. CONCLUSIONS: This study provides a general framework from which specialty-specific curriculums for training health advocates can be developed.
Authors: Margaret Sanborn; Lawrence Grierson; Ross Upshur; Lynn Marshall; Cathy Vakil; Lauren Griffith; Fran Scott; Mike Benusic; Donald Cole Journal: Can Fam Physician Date: 2019-06 Impact factor: 3.275
Authors: Anne M Eskes; Jolanda M Maaskant; Samantha Holloway; Nynke van Dijk; Paulo Alves; Dink A Legemate; Dirk T Ubbink; Hester Vermeulen Journal: Int Wound J Date: 2013-02-04 Impact factor: 3.315
Authors: Imad Salah Hassan; Hadi Kuriry; Lina Al Ansari; Ali Al-Khathami; Mohammed Al Qahtani; Thari Al Anazi; Mahfooz Farooqui; Hamdan Al-Jahdali Journal: Adv Med Educ Pract Date: 2015-05-20