This talk will be on ways in which one can engage narratives, reflection, and dialogues to enhance empathy and patient-centered care. The educational context in which these approaches have been implemented is the Family Centered Experience (FCE), a course at the University of Michigan Medical School that engages individuals with chronic illness to teach doctors-in-training lessons how to work with patients and their families. In the FCE, pairs of medical students make visits to the homes of volunteer patients in order to share stories of the volunteers’ experiences with serious or chronic illness. These home visits, as well as readings, reflective writing, and small group discussions, serve as a foundation for the students to explore the experience of chronic illness and its care from the patient’s perspective. This program is meant to complement the biomedical training that the students receive with “lessons in humanism” and aims ultimately to train physicians who equally skilled in understanding the complexities of clinical medicine and in delivering compassionate, patient-centered care.
The conceptual framework behind the FCE incorporates theories of narrative, moral development and transformative learning, as well as pedagogical approaches that emphasize critical reflection, “cognitive disequilibrium,”3 perspective-taking, and dialogue as the basis for fostering internalized humanistic values and perspectives.
Longitudinal conversations with individuals with chronic illness, coupled with small group interactions grounded within a conceptual framework emphasizing critical reflection and discussion, enhance understanding of the human dimensions of chronic illness and its care, challenge assumptions of living with chronic illness, and affirm humanistic practices in teaching, learning, and medicine.
WATCH VIA WEBCAST AT; http://webcast.otn.ca/index/browse?page=1&type=3
BE SURE TO CHECK YOUR BROWSER FIRST AT; http://webcast.otn.ca/supportSession Details & Video
Evaluation can serve many purposes within hospital setting. Primarily it can assist in answering key questions such as: 1) what is needed and what capacities exist related to education and training? 2) How should an education program look? 3) How is an education program being implemented and adopted? 4) Are the desired objectives of the program being achieved? 5) What else is being achieved? Despite its many functions, evaluation often sits at the centre of many tensions such as the increasing demand to conduct evaluations balanced against the lack of dedicated resources to do so and the view of “lesser” type of research versus a specialized form of research. The presentation aims to engage participants in thought and discussion regarding the role of evaluation in relation to research and quality assurance processes and activities. It will highlight the distinction between “research” and “evaluation” as a matter of degree versus difference. It also will consider evaluation as the “means” to quality assurance and a conduit for research. Finally, it will share some examples of evaluation within a teaching hospital and introduce ideas for building an “evaluative culture”.Session Details & Video