Hyperresearch 3.7.3 license key
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During the mandatory on-site session, the patients (twin siblings with cystinosis) and their mother were introduced to the students by their treating provider, who discussed how the children presented and were diagnosed and the provider’s experience in being a part of their care.
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As part of the session, students were expected to pre-read an article on the underlying biochemical pathway and its perturbations that lead to the clinical manifestations of cystinosis. The specific learner outcome objectives were for the students to be able to 1) explain the signs and symptoms of cystinosis based on the pathophysiology of the metabolic abnormality, 2) discuss the pros and cons of regenerative medicine as a solution to metabolic diseases, and 3) critically reflect on the impact of a chronic illness on various stakeholders. The goal of the session was to expose students to the manifestations and lived experience of patients with a chronic illness (which in this case just happened to be a metabolic disorder), broadening the transferability of their learning from the session. There are limited published data on the effect of shared educational experiences with patients/families and students in the health-professions, especially in the pre-clerkship medical education curriculum.ĭriven by several factors- the limited pediatric content in the pre-clerkship curriculum at our institution (mirroring national data), the leadership of an innovative course director for the 1 st year molecular medicine course and a desire to engage medical students in a curricular block that is motivationally challenging due to the complex biochemical pathways covered- we introduced a 1-hour educational session led by a pediatric family. Educational partnerships with patients have ranged from brief clinical encounters with volunteer/standardized patients to teach and/or evaluate specific clinical skills, discussion panels where patients share their stories, recurring home visits with patients experiencing unique and challenging health-care needs, and even patient involvement in curriculum development. Patients have played different educational roles in a variety of settings, as comprehensively reviewed by Towle et al.
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These include more robust development of illness scripts by promoting contextual learning, greater motivation to learn by creating an authentic environment, building skills in diagnostic reasoning, communication and patient interaction and heightening empathy by bearing witness to patients’ narratives and stories, all of which can contribute to professional identity formation (PIF). Several potential benefits arise from learning activities involving patients.
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It has long been recognized that early and direct contact of learners in the health-care professions with patients (patient-centered learning) is critical to the development of higher level competencies such as professionalism and communication skills.