A Qualitative Study of Preclinical Medical Students Randomized to Patient-Partnered vs Traditional Clinical Experiences

• Published in: Journal of patient-centered research and reviews 2022-10, Vol.9 (4), p.290-297
• Main Authors: Tang, Joyce W, Kostas, Tia, Verma, Anshu, Press, Valerie G, Kushner, Josef, Gier, Nicole, Wiklund, Lauren O, Arora, Vineet M, Farnan, Jeanne, Meltzer, David O
• Format: Article
• Language: English
• Subjects: empathy; longitudinal clinical experience; Medical Education; patient-centered learning; training
• ISSN: 2330-0698; 2330-068X; 2330-0698
• DOI: 10.17294/2330-0698.1930

PurposeLongitudinal patient-partnered experiences may promote medical student empathy, but evaluation of such programs is limited. The aim of this study was to compare areas of learning among first-year medical students randomized to a patient-centered track (PCT) or traditional track (TT) longitudinal clinical experience. MethodsPCT students (n=24) were paired with 2 patients and a physician to participate in their patients' care across multiple settings. TT students (n=56) were paired with a physician preceptor and participated in caring for a variety of patients in a single setting. This qualitative study used a phenomenological approach to template analysis, examining and comparing student reflective essays for areas of learning. ResultsThree domains of learning emerged: 1) Focus of learning (biomedical, patient-centered); 2) Roles and relationships (clinical skills, relationship-building, teaching from preceptor and patients); and 3) Context of care (health systems science, interprofessional care). PCT students described patient-centered learning, relationship-building, and patients' role as teachers. In contrast, TT students emphasized biomedical learning, clinical skills development, and teaching from physician preceptors. ConclusionsLongitudinal patient-partnered clinical experiences provide rich opportunities for preclinical students to cultivate empathy and develop patient-centered values.