Candid insights and overlooked facets

What medical students write about patient-centeredness in diaries on longitudinal patient contacts

Bibliographic Data

ID15328114
AuthorsChristel Grau Canét-Wittkampf (0009-0006-3096-6772, Wenckebach Institute for Education and Training, University of Groningen, University Medical Center Groningen, Groningen, The Netherlands, corresponding author), Miranda Trippenzee (0000-0002-8283-9445, Department of Health Psychology, Health Sciences, University of Groningen and University Medical Center Groningen, Groningen, The Netherlands), Debbie Jaarsma (0000-0003-1668-2002, Utrecht University), Agnes Diemers (0000-0001-9024-5543, Utrecht University)
Year2024
Volume29
Issue1
Pages2363611-2363611
Publication date2024-06-11
Open AccessYes
TypeARTICLE
VenueMedical Education Online (JOURNAL)
Journal identifiersISSN: 1087-2981 • E-ISSN: 1087-2981
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10872981.2024.2363611
PMID38861676
OpenAlexW4399525824
LanguageEN
References cited39

Despite students' exposure to patient-centered care principles, their dedication to patient-centeredness often experiences a wane throughout their academic journey. The process of learning patient-centeredness is complex and not yet fully understood. Therefore, in our study, we sought to explore what aspects of patient-centeredness students spontaneously document in their diaries during interactions with actual patients. This investigation will help to identify gaps in the current educational practices and better prepare future clinicians to deliver patient-centered healthcare. We analyzed 92 diaries of 28 third-year undergraduate medical students at UMC Utrecht in the Netherlands who participated in an educational intervention, following four patients each as companions over a two-year period early in their clerkships. We conducted thematic analysis, using inductive and deductive coding, within a social-constructionist paradigm. We identified four key themes: communication, the person behind the patient, collaboration and organization in healthcare, and students' professional development. Within these themes, we observed that students spontaneously documented 9 of 15 dimensions of patient-centeredness as outlined in the model of Scholl : 'clinician-patient communication', 'patient as unique person', 'biopsychological perspective', 'essential characteristics of the clinician', 'clinician-patient relationship', 'involvement of family and friends', 'patient-information', 'emotional support' and 'coordination and continuity of care' (mainly principles of patient-centeredness). Conversely, we noted that students underreported six other dimensions ( enablers and activities ): 'access to care', 'integration of medical and non-medical care', 'teamwork and teambuilding', 'patient involvement in care', 'patient empowerment' and 'physical support'. Throughout their longitudinal journey of following patients as non-medical companions, students spontaneously documented some aspects of patient-centeredness in their diaries. Additionally, students reflected on their own professional development. Our findings suggest that incorporating education on the broadness of the concept of patient-centeredness coupled with enhanced guidance, could potentially enable students to learn about the complete spectrum of patient-centeredness within their medical education

Medical education · Empathy and Medical Education · Innovations in Medical Education · Medicine · Patient-Provider Communication in Healthcare · Psychology

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