102,889 research outputs found

    Exploring learning in Patient-centered care

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    This paper consists of investigations into a strategic planning framework for information systems in support ofpatient-centered care (PCC) processes. The planning perspective that underpins the research includes learningtheories, organizational learning and knowledge management in general. A brief review of current PCC goalsand perspectives is used as a starting point for an investigation of PCC activities and support system. Theexamples of existing PCC activities are organized as a learning process and presented in a framework. Sevenmain points of framework includes: 1. Patient understanding and personal knowledge of his/her health situation.2. Facts/information gathering, about the condition that the patient is in. 3. Planning/Formulation of alternatives,based on facts, possible paths of action is planned. 4. Decision-making, including weighing alternatives andchoosing actions. 5. Taking action, performing what has been decided on. 6. Evaluation and record-keeping. 7.Patient interaction with health, either face-to-face experience or supported by technology

    Teaching Culturally Sensitive Care to Dental Students: A Multidisciplinary Approach

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    Dental schools must prepare future dentists to deliver culturally sensitive care to diverse patient populations, but there is little agreement on how best to teach these skills to students. This article examines this question by exploring the historical and theoretical foundations of this area of education in dentistry, analyzes what is needed for students to learn to provide culturally sensitive care in a dental setting, and identifies the discipline-specific skills students must master to develop this competence. The problems associated with single-discipline, lecture-based approaches to teaching culturally sensitive care are outlined, and the advantages of an interdisciplinary, patient-centered, skills-based approach to teaching culturally sensitive care are described. The authors advocate for an approach to teaching culturally sensitive care that builds upon learning in the behavioral sciences, ethics, and public health. Component skills and perspectives offered by each of these curriculum areas are identified, and their contributions to the teaching of culturally sensitive care are described. Finally, the need to consider the timing of this instruction in the dental curriculum is examined, along with instructional advantages associated with an approach that is shared by faculty across the curriculum

    Empathy and attitude toward communication skill learning as a predictor of patient-centered attitude: a cross-sectional study of dental students in Korea

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    Background Enhancing medical students practice of patient-centered care is a goal of medical schools. In addition to exploring the demographic and academic factors of the students, it is necessary to identify other attitudes and perceptions that may influence the students patient-centered attitude and inclination toward communication skill learning. This study aimed to assess patient-centered attitudes among dental students in Korea and identify the association between the students characteristics and empathy, communication skill learning attitude, and patient-centered attitude. Methods Data were collected via a cross-sectional online survey, and 312 dental students were included in the analyses. The study participants completed the Patient–Practitioner Orientation Scale (PPOS), the Interpersonal Reactivity Index (IRI), and the Communication Skills Attitude Scale (CSAS). Analyses were performed using independent samples t-tests, hierarchical multi-variable regression, and ANOVA with a post-hoc Tukey test. Results The students tend to be moderately patient-oriented toward the sharing subscale of PPOS score (M = 3.78, standard deviation [SD] = 0.54) and slightly more patient-centered toward the caring subscale of PPOS score (M = 4.41, SD = 0.52) of patient-centered attitudes. Being a female and a shorter academic period in dentistry were associated with attitudes toward patient-centered care. Empathy and positive attitude toward learning communication skills were also related to a patient-centered attitude, and among aspects of empathy, empathic concern had the greatest significant impact on patient-centered attitude. Conclusions Gender, academic period, empathy, and attitudes on learning communication skills were important influencing factors of patient-centered attitudes. Patient-centered attitude can and must be taught. Education programs should focus on enhancing empathy, emphasizing positive attitudes on learning communication skills, and conducting follow-up educational sessions to prevent students from becoming less patient-centered with an increase in duration of their academic period

    Allies Not Adversaries: Teaching Collaboration to the Next Generation of Doctors and Lawyers to Address Social Inequality

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    Recent reports from the Carnegie Foundation for the Advancement of Teaching, as well as from other medical and legal educators, stress that professional training of doctors and lawyers focuses too narrowly on knowledge-based learning, and not enough on context-based problem solving, professionalism, and ethics. Tracing recent calls from both legal and medical educators to increase the teaching of ethics, social responsibility, the lawyer-client and doctor-patient relationship, and holistic problem-solving, this article offers a model of interdisciplinary medical-legal education focused on developing practitioners sensitive to the needs of diverse and disenfranchised clients and patients. It highlights a burgeoning medical-legal partnership model, now in nearly eighty sites across the country, which partners lawyers and doctors to address the underlying social determinants of health for poor children and their families. The medical-legal partnership model, which increasingly includes medical school and law school partners, provides a unique opportunity to engage law and medical students in interdisciplinary problem-solving and ethical reflection, while also expanding their understanding of complex issues of social justice and inequality in our legal and health care systems. An interdisciplinary course offered by Brown Medical School and Roger Williams University School of Law is offered as a model

    Exploring Predictors of Teamwork Performance in an Interprofessional Education Setting

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    Abstract EXPLORING PREDICTORS OF TEAMWORK PERFORMANCE IN AN INTERPROFESSIONAL EDUCATION SETTING By Danah M. Alsane, MS. A thesis submitted in partial fulfillment of the requirements for the degree of Master of Pharmaceutical Science at Virginia Commonwealth University Virginia Commonwealth University, 2016 Advisor: Patricia Slattum, Pharm.D., Ph.D. Professor and Director of the Geriatric Pharmacotherapy Program Department of Pharmacotherapy and Outcomes Science Objectives: The primary objective of this study was to explain how individual characteristics influence teamwork development. In addition, it evaluated how teamwork development, in conjunction with content knowledge, impact students’ performance on a team-based project in an Interprofessional Quality Improvement and Patient Safety (IPQIPS) course. Methods: This cross sectional study included medical, pharmacy, and nursing students enrolled in an IPQIPS course offered for the first time at VCU. Predictors of teamwork development examined included collective orientation (measured using the Collective Orientation Scale, which included dominance and affiliation subscales), and prior interprofessional teamwork experience (measured using self-report). The Team Development Measure (TDM) was used to measure teamwork development. The Statistical Process Control Quiz (SPCQ) was used to assess content knowledge acquired during the course. The final project score was used to evaluate students’ performance on a team-based project. Structural equation modeling was used to test study hypotheses. Results: Among the proposed predictors (dominance, affiliation, and interprofessional teamwork experience), only dominance was related to TDM. No significant relationship was found between teamwork development combined with content knowledge and successful accomplishment of team-based project. Conclusion: This study was the first to our knowledge to simultaneously assess the impact of individual characteristics on teamwork development, and how teamwork development (combined with individual student knowledge) influences students’ performance on team-based project in an interprofessional education setting. Although findings were not conclusive, several potential avenues for future study are highlighted

    Transforming the Workforce to Provide Better Chronic Care: The Role of Nurse Care Managers in Rhode Island

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    This series explores the evolution of primary care systems to better meet the needs of consumers with complex health conditions. It demonstrates that changes in the workforce are required to empower consumers to better manage their health.The series is a collaboration of the National Academy for State Health Policy and the AARP Public Policy Institute. We recognize that it takes a team of skilled professionals to deliver improved chronic care. In this series, we focus on how registered nurses -- who make up the largest segment of the health care workforce -- are being deployed in ambulatory delivery systems to take on new roles. Future series will focus on other members of the health care team.We selected six initiatives that offer replicable policy strategies to develop, implement, and sustain patient-centered approaches to care. Each case study highlights one of these initiatives and provides policy recommendations and an "on-the-ground" look at the work of its nurses

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    One Size Does Not Fit All: Meeting the Health Care Needs of Diverse Populations

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    Proposes a framework for meeting patients' cultural and linguistic needs: policies and procedures that support cultural competence, data collection, population-tailored services, and internal and external collaborations. Includes a self-assessment tool

    State Strategies to Improve Quality and Efficiency: Making the Most of Opportunities in National Health Reform

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    Examines ten states' initiatives to address key components of quality and efficiency improvement, including data collection, aggregation, and standardization; public reporting; payment reform; consumer engagement; and provider engagement

    Achieving a New Standard in Primary Care for Low-Income Populations -- Case Studies of Redesign and Change Through a Learning Collaborative

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    Describes four case studies that focus on improving patient care delivery systems through learning collaboratives that were undertaken by New York City's nonprofit Primary Care Development Corporation
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