Patients and Families as Advisors: Enhancing Medical Education Curricula

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Patients and Families as Advisors: Enhancing Medical Education Curricula ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Janice L. Hanson, PhD 1 ; Patrick O’Malley, MD 1 ; Virginia F. Randall, MD 2 ; William Sykora, MD 2 ; Pamela Williams, MD 2 ; Brian Unwin, MD 2 ; Edmund Howe, MD, JD 3 ; Charles Engel, MD 3 and Patient- and Family-Advisors 1 Department of Medicine, 2 Department of Pediatrics, 3 Department of Family Medicine and 4 Department of Psychiatry, Uniformed Services University of the Health Sciences, Bethesda, Maryland ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Work group process to develop new activities for medical education: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Patient-advisor working group RESULTS A father discussing ethical challenges with second-year students For additional information please contact: Janice L. Hanson, PhD Department of Medicine Uniformed Services University of the Health Sciences [email_address] ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Invited to form the Task Force on Patient and Family Communications, Curriculum Re-Design, School of Medicine, Uniformed Services University of the Health Sciences, which will help the curriculum re-design committees foster a consistent, patient-centered approach in students and facilitate the presence of the patient's voice in defining curricular elements and outcomes. Sample evaluation data: Program-level outcome: Competency Pre Post Total possible Significance (paired t-test) Basic communication (n=112) 6.9 7.5 8 p<.001 Building a relationship (n=123) 6.0 7.7 10 p<.001 Communicating about context (n=112) 10.6 14.6 16 p<.001 Communicating about resources (n=122) 10.3 12.7 17 p<.001

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