AI Article Synopsis
- The study investigates how medical students learn communication skills from patients with chronic conditions.
- Through semi-structured interviews with 32 students, four narrative themes emerged about understanding patient perspectives and the emotional challenges faced during these interactions.
- The findings highlight the need for structured guidance in medical education to help students balance their professional roles and personal emotions, emphasizing the incorporation of the 'doctor as person' approach.
Article Abstract
Objective: To explore what and how medical students learn from patients with chronic conditions in the context of communication skills training.
Methods: Semi-structured interviews and focus groups with 32 medical students. Interviews were recorded, transcribed, analyzed inductively and organized into four main narrative themes.
Results: Learning from patients provided medical students opportunities to see the world through the patients' eyes, understand the diversity of patients' needs, and recognize the importance of matching patients' and doctors' perspectives. Consequently, students expressed emotional responses on challenges in interactions with the patients related to performing the role as 'medical expert'. Difficulty empathizing became visible in the students' interaction with patients.
Conclusion: The patients' authentic contributions provided the students with unique opportunities to engage with their own emotions and capacity for empathy. However, for students to benefit from this affective practical training, they need guidance to balance professional and personal aspects in encounters. There is a need to introduce the 'doctor as person' in medical education.
Practice Implications: Patients with chronic conditions strengthen students' learning of empathy as part of transformative learning. Doing so with patients is a challenging way of learning. Thus, faculty and educators must provide explicit guidance for students to benefit.
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| http://dx.doi.org/10.1016/j.pec.2020.12.015 | DOI Listing |
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