gms | German Medical Science

Gemeinsame Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) und des Arbeitskreises zur Weiterentwicklung der Lehre in der Zahnmedizin (AKWLZ)

05.08. - 09.08.2024, Freiburg, Schweiz

Involvement of Patients in Undergraduate Medical Communication Courses

Meeting Abstract

  • presenting/speaker Alia Pénélope Acimi - Technische Universität München, Department Clinical Medicine, TUM Medical Education Center, TUM School of Medicine, Klinikum rechts der Isar, München, Germany
  • Martin Gartmeier - Technische Universität München, Department Clinical Medicine, TUM Medical Education Center, TUM School of Medicine, Klinikum rechts der Isar, München, Germany
  • Jana Fritsche - Technische Universität München, Department Clinical Medicine, TUM Medical Education Center, TUM School of Medicine, Klinikum rechts der Isar, München, Germany
  • Andreas Dinkel - Technische Universität München, Department of Psychosomatic Medicine and Psychotherapy, Klinikum rechts der Isar, München, Germany
  • Pascal O. Berberat - Technische Universität München, Department Clinical Medicine, TUM Medical Education Center, TUM School of Medicine, Klinikum rechts der Isar, München, Germany

Gemeinsame Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) und des Arbeitskreises zur Weiterentwicklung der Lehre in der Zahnmedizin (AKWLZ). Freiburg, Schweiz, 05.-09.08.2024. Düsseldorf: German Medical Science GMS Publishing House; 2024. DocV-27-01

doi: 10.3205/24gma110, urn:nbn:de:0183-24gma1103

Veröffentlicht: 30. Juli 2024

© 2024 Acimi et al.
Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). Lizenz-Angaben siehe http://creativecommons.org/licenses/by/4.0/.


Gliederung

Text

This study empirically investigates whether involving real patients in a simulation based physician-patient communication course improves student motivation, sense of relevance and other instruction-related variables. We draw together evidence from both, a qualitative focus group study and quantitative, questionnaire-based investigation to understand how real patients can improve teaching of communication skills in medical education.

In the qualitative study (n=13), we conducted focus groups to gather insights from medical students, educators and patients regarding the most effective way to involve patients in an existing medical communication course. In context of the quantitative study (n=180), we compared questionnaire-based student ratings of various aspects of instructional quality between course sessions with vs. without real patients.

The qualitative study revealed valuable perspectives on advantages, disadvantages, and the optimal methods for involving patients in medical education. The findings emphasize the importance of striking a balance between the authenticity brought through the patients while protecting their vulnerability. It was underscored that achieving this balance requires an optimum level of coordination and expectation management across all involved groups. First analyses of our quantitative data point towards higher student motivation in course sessions which involved real patients as compared to sessions without patients.

The findings from both, the qualitative and questionnaire-based studies contribute to the discussion on the integration of patient perspectives in medical education. The involvement of patients offers benefits for future physicians as well as the patients themselves. Exposure to patient narratives and experiences potentially cultivates empathy, improves communication, and fosters a patient-centered approach to care.

The work touches on questions about medical professionalism and the power of design in medical education, as patients’ perspectives can significantly contribute to the understanding of medical professionalism and prepare students for the complexities of doctor-patient relationships.