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Making knowledge clips with patients: What learning mechanisms are triggered in medical students?
Eijkelboom, M C L Charlotte; Kalee, M Melanie; de Kleijn, R A M Renske; van Wijngaarden, J J Jacqueline; de Jonge, R R Roos; van der Schaaf, M F Marieke; Frenkel, J Joost.
  • Eijkelboom MCLC; Department of Pediatrics, University Medical Center Utrecht, Utrecht, the Netherlands; Faculty of Medicine, Utrecht University, Utrecht, the Netherlands, University Medical Center Utrecht, Utrecht, the Netherlands. Electronic address: m.c.l.eijkelboom@umcutrecht.nl.
  • Kalee MM; Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands.
  • de Kleijn RAMR; Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands.
  • van Wijngaarden JJJ; Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands.
  • de Jonge RRR; Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands.
  • van der Schaaf MFM; Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands.
  • Frenkel JJ; Department of Pediatrics, University Medical Center Utrecht, Utrecht, the Netherlands.
Patient Educ Couns ; 105(10): 3096-3102, 2022 10.
Article in English | MEDLINE | ID: covidwho-2069547
ABSTRACT

OBJECTIVE:

To prepare medical students for a rapidly changing healthcare landscape, where new means of communication emerge, innovative teaching methods are needed. We developed a project-based learning course in which medical students design audiovisual patient information in collaboration with patients and with students in Communication and Information Sciences (CIS). We studied what learning mechanisms are triggered in medical students by elements of a project-based-learning course.

METHODS:

In this qualitative study, twelve sixth year medical students that participated in the course were individually interviewed. Data were analyzed according to the principles of qualitative template analysis.

RESULTS:

We identified four learning mechanisms Challenging assumptions about patients' information needs; Becoming aware of the origin of patients' information needs; Taking a patient's perspective; Analyzing language to adapt to patients' needs. These learning mechanisms were activated by making a knowledge clip, collaborating with patients, and collaborating with CIS students.

CONCLUSION:

Collaborating with patients helped students to recognize and understand patients' perspectives. Working on a tangible product in partnership with patients and CIS students, triggered students to apply their understanding in conveying information back to patients. PRACTICE IMPLICATION Based on our findings we encourage educators to involve patients as collaborators in authentic assignments for students so they can apply what they learned from taking patients' perspectives.
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Full text: Available Collection: International databases Database: MEDLINE Main subject: Students, Medical / Education, Medical, Undergraduate Type of study: Prognostic study / Qualitative research Limits: Humans Language: English Journal: Patient Educ Couns Year: 2022 Document Type: Article

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Full text: Available Collection: International databases Database: MEDLINE Main subject: Students, Medical / Education, Medical, Undergraduate Type of study: Prognostic study / Qualitative research Limits: Humans Language: English Journal: Patient Educ Couns Year: 2022 Document Type: Article