INTRODUCTION: Patient-centered approaches have a positive impact on adherence to treatment, self-management of chronic disease, and patient satisfaction. We seek to graduate physicians who provide effective Patient-Centered Care (PCC). The aims of this research were to (a) include the patients' perspectives in describing behaviors essential to effective PCC, (b) create an authentic, credible tool to assess these behaviors in third-year medical students, and (c) validate the assessment tool through the eyes of our patients. METHODS: To develop and validate PCC behaviors we (a) developed PCC descriptors that included patient perspectives, (b) developed scenarios for students to demonstrate PCC, (c) administered the PCC-Objective Structured Clinical Exam, and (d) used the patient perspective to validate results. RESULTS: Faculty and students found the PCC-OSCE to be an authentic experience. Students received abundant individualized feedback and demonstrated strong performance in communicating effectively, avoiding medical jargon, listening actively, demonstrating empathy, and leading critical conversations. Patient critiques of exemplary performances confirmed that the PCC-OSCE assesses elements the patients viewed as essential to PCC. CONCLUSION: Incorporating the patients' perspective aids in better understanding professional competencies and legitimizes the assessment.
INTRODUCTION:Patient-centered approaches have a positive impact on adherence to treatment, self-management of chronic disease, and patient satisfaction. We seek to graduate physicians who provide effective Patient-Centered Care (PCC). The aims of this research were to (a) include the patients' perspectives in describing behaviors essential to effective PCC, (b) create an authentic, credible tool to assess these behaviors in third-year medical students, and (c) validate the assessment tool through the eyes of our patients. METHODS: To develop and validate PCC behaviors we (a) developed PCC descriptors that included patient perspectives, (b) developed scenarios for students to demonstrate PCC, (c) administered the PCC-Objective Structured Clinical Exam, and (d) used the patient perspective to validate results. RESULTS: Faculty and students found the PCC-OSCE to be an authentic experience. Students received abundant individualized feedback and demonstrated strong performance in communicating effectively, avoiding medical jargon, listening actively, demonstrating empathy, and leading critical conversations. Patient critiques of exemplary performances confirmed that the PCC-OSCE assesses elements the patients viewed as essential to PCC. CONCLUSION: Incorporating the patients' perspective aids in better understanding professional competencies and legitimizes the assessment.
Authors: Jessica R Berman; Juliet Aizer; Anne R Bass; Irene Blanco; Anne Davidson; Edward Dwyer; Theodore R Fields; Wei-Ti Huang; Jane S Kang; Leslie D Kerr; Svetlana Krasnokutsky-Samuels; Deana M Lazaro; Julie S Schwartzman-Morris; Stephen A Paget; Michael H Pillinger Journal: Clin Rheumatol Date: 2015-11-20 Impact factor: 2.980
Authors: Rachel Ma Brown; Joe F Donaldson; Melissa D Warne-Griggs; Stephanie Bagby Stone; James D Campbell; Kimberly G Hoffman Journal: J Med Educ Curric Dev Date: 2017-09-04