Hansen, Susan E, MA

Jain, Sweety, MD

English

Lehigh Valley Health Network: LVHN Scholarly Works

Lehigh Valley Health NetworkLVHN Scholarly WorksDepartment of Family MedicinePatients With Disabilities as Teachers (P-DAT):Do Participants Retain What Is Taught and is itRelevant to Practice?Susan E. Hansen MALehigh Valley Health Network, Susan_E.Hansen@lvhn.orgSweety Jain MDLehigh Valley Health Network, Sweety.Jain@lvhn.orgFollow this and additional works at: http://scholarlyworks.lvhn.org/family-medicinePart of the Medical Education Commons, and the Medical Specialties CommonsThis Poster is brought to you for free and open access by LVHN Scholarly Works. It has been accepted for inclusion in LVHN Scholarly Works by anauthorized administrator. For more information, please contact LibraryServices@lvhn.org.Published In/Presented AtHansen, S. & Jain, S. (November, 21, 2014). Patients With Disabilities as Teachers (P-DAT): Do Participants Retain What is Taught and isit Relevant to Practice?. Poster session presented at the 2014 North American Primary Care Research Group/ NAPCRG, New YorkCity, NY.What is P-DAT?	 •		3-hour,	interactive	session	created	at	Lehigh	Valley	Health	Network		 •		Introduction	to	Disability	Etiquette,	“Person-First”	language	 •		Stories	from	patients/family	members	about	their	experiences	with	health	care	providers	 •		Candid	discussions	between	stakeholders	and	medical	learnersReferences:1.	 	The	Arc	of	Massachusetts.	Health	care	experiences	of	adults	with	intellectual	and	developmental	disabilities	in	Massachusetts.	[Online]	Available	from	www.arcmass.org/Portals/0/TheArcofMassHealthCareFullReport_12.08.pdf	[Accessed	9th	April	2014].2.	 	Royce-Hickey,	R.,	Jain,	S.,	Hansen,	S.,	Biery,	N.	(2013).	Patients	With	Disabilities	as	Teachers	(P-DAT)	Training	in	Medical	Education.[poster	presentation].	Society	of	Teachers	of	Family	Medicine	2013	STFM	Annual	Spring	Conference,	Baltimore,	Maryland,	May	1-5.3.	 	Jain,	S.,	Foster,	E.,	Biery,	N.,	Boyle,	V.	(2013).	Patients	with	Disabilities	as	Teachers.	Family	Medicine,	45(1),	37-39 Within	medical	education,	it	is	recognized	that	limited	resources	exist	for	training	physicians	to	care	for	patients	with	disabilities.1	A	lack	of	awareness	of	“Disability	Etiquette”	might	lead	to	inappropriate	behaviors	and	poor	communication	between	physicians	and	patients.	This	can	interfere	with	establishing	an	effective	patient-doctor	relationship.© 2014 Lehigh Valley Health NetworkAcknowledgements:1.	P-DAT	patient	and	family	faculty	2.	Lehigh	Valley	Medical	Home	Project	Team3.	LVHN	Department	of	Family	MedicineBackgroundMethodology		 •		Population:	33	medical	students	and	residents	who	participated	in	P-DAT	sessions	in	2010	 •		Recruitment:	E-mail	and	telephone	requests	for	participation		 •		Data	Collection:	Telephone	survey	using	open-ended	questions	 •		Data	Analysis:	Responses	analyzed	with	an	inductive,	thematic	approach	using	Nvivo	v.10	software	by	QSR	International	Inc.PurposePrevious	research2,3	has	shown	that	the	medical	learners	who	participate	in	the	P-DAT	sessions	emerge	with	newly	acquired	knowledge.	We	wanted	to	know	whether	they	retained	what	they	learned	and	if	they	use	it	in	clinical	practice.	Results		 •		Response	rate:	45%	(n=15)	 	 	 –	 	9	agreed	to	participate		 	 	 –	 	4	declined		 	 	 –	 	2	initially	agreed	and	then	were	deemed	“Not	Available”	after	multiple	attempts	to	connect1  Recollections of P-DAT Sessions 		 	Patients/parents	served	as	the	teachers		 	 	Learned	about	how	to	refer	to	persons	with	disabilities		 	 	“Person-First”	language	2  Relevance to Practice	 	 	Comments	about	clinical	encounters		 	 	References	to	care	needs	(referrals/transportation	issues/equipment)		 	 	Interactions	with	patients	 	 	Some	noted	how	they	might	have	approached	patients	if	they	had	not	had	the	training:“I wouldn’t have known what questions to ask at all.” “As terrible as it sounds I might not have talked to the patient before the P-DAT  training.”3  Emotions Triggered	 	 	Related	to	P-DAT	Sessions		 	 	 	 	“Eye-opening”		 	 	 	 		Appreciation	for	new	knowledge	 	 	 	 	Presentation	“impacted	me”		 	 	 	 		Disability	Etiquette	training	“is	needed”		 	Related	to	Clinical	Practice		 	 	 	 	Helped	“allay	some	of	the	fear”	of	treating	patients		 	 	 	 		Helped	in	“gaining	more	trust”	from	patients	“It’s helped me have a much better relationship with my patients. … At the end of the visit they feel they received good care, and they want to return.”Discussion		 •		Every	participant	expressed	appreciation	for	P-DAT	programming	 	 	 	 	Glad	they	got	training	early	in	career		 	 	 	 		Valuable	for	improving	practice“The reason I wanted to participate in the study is that I feel that the more training we get will help us to interact with patients better.”	 •		Many	participants	made	personal	connection	to	information	in	P-DAT	training	 	 	 	 		Patients	with	disabilities	in	their	practice	 	 	 	 	Family	members	with	disabilities		 	 	 	 		Reflection	on	self	as	physician	 •		Comments	aboaut	P-DAT	content	often	contained	words	indicating	an	“emotional	trigger”	 	 	 	 		“Comfortable”	 	 	 	 	“Fortunate”	 	 	 	 		“Mindful”	 	 	 	 		“Respectful”•		A	limitation	of	the	study	is	that	social	norms	might	discourage	individuals	from	providing	negative	feedback	in	a	live	interview4  Verbiage used by speaker	 	 	“Appropriate”*	 	 	 	 	“Person	with	diabetes”/“person	with	paraplegia”		 	 	 	 		“Cognitive	impairment”	 	 	 	 	Several	participants	noted	importance	of	using	appropriate	language	to	speak	with/about	patients	with	disabilities		 	 	 	 		Some	mentioned	using	appropriate	language	in	documentation		 	“Inappropriate”*	 	 	 	 	Referred	to	patients	with	disabilities	as	“these	people”	(categorization)		 	 	 	 		“Significantly	mentally	retarded”		 	 	 	 	“Wheelchair	bound”/“bed	bound”		 	 	 	 		Spoke	about	having	“dealt	with”	patients	with	disabilities*Researchers determined these using standards of Disability Etiquette and Person-First language Conclusions		 •		Results	add	validity	to	previous	study	and	further	demonstrate	that	“Person-First”	Language	was	biggest	take-away	from	P-DAT	training		 •		Responses	indicated	that	participants	feel	their	clinical	encounters	have	been	improved	as	a	result	of	P-DAT			 •		Many	emphasized	importance	of	providing	opportunities	for	physicians	to	learn	from	patients	at	an	early	stage	in	their	careersEmergent ThemesWord	Cloud	using	“Recollections”	and	“Emotional	Trigger”	nodes	(generated	using	Nvivo	v.	10)Lehigh Valley Health Network, Allentown, PAPatients With Disabilities as Teachers (P-DAT):                                                         Do Participants Retain What Is Taught and is it Relevant to Practice?Susan Hansen, MA and Sweety Jain, MD

Patients With Disabilities as Teachers (P-DAT): Do Participants Retain What Is Taught and is it Relevant to Practice?

https://scholarlyworks.lvhn.org/cgi/viewcontent.cgi?article=1172&context=family-medicine

Patients With Disabilities as Teachers (P-DAT): Do Participants Retain What Is Taught and is it Relevant to Practice?

Abstract

Similar works

Full text

Available Versions

Lehigh Valley Health Network: LVHN Scholarly Works