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- Title
A Dialogic Approach to Teaching Person-Centered Care in Graduate Medical Education.
- Authors
Kuper, Ayelet; Boyd, Victoria A.; Veinot, Paula; Abdelhalim, Tarek; Bell, Mary Jane; Feilchenfeld, Zac; Najeeb, Umberin; Piquette, Dominique; Rawal, Shail; Wong, Rene; Wright, Sarah R.; Whitehead, Cynthia R.; Kumagai, Arno K.; Richardson, Lisa
- Abstract
Training future physicians to provide compassionate, equitable, person-centered care remains a challenge for medical educators. Dialogues offer an opportunity to extend person-centered education into clinical care. In contrast to discussions, dialogues encourage the sharing of authority, expertise, and perspectives to promote new ways of understanding oneself and the world. The best methods for implementing dialogic teaching in graduate medical education have not been identified. We developed and implemented a co-constructed faculty development program to promote dialogic teaching and learning in graduate medical education. Beginning in April 2017, we co-constructed, with a pilot working group (PWG) of physician teachers, ways to prepare for and implement dialogic teaching in clinical settings. We kept detailed implementation notes and interviewed PWG members. Data were iteratively co-analyzed using a qualitative description approach within a constructivist paradigm. Ongoing analysis informed iterative changes to the faculty development program and dialogic education model. Patient and learner advisers provided practical guidance. The concepts and practice of dialogic teaching resonated with PWG members. However, they indicated that dialogic teaching was easier to learn about than to implement, citing insufficient time, lack of space, and other structural issues as barriers. Patient and learner advisers provided insights that deepened design, implementation, and eventual evaluation of the education model by sharing experiences related to person-centered care. While PWG members found that the faculty development program supported the implementation of dialogic teaching, successfully enabling this approach requires expertise, willingness, and support to teach knowledge and skills not traditionally included in medical curricula.
- Subjects
DIALOGIC teaching; TEACHER development; GRADUATE medical education; MEDICAL teaching personnel; MEDICAL care; ASSESSMENT of education
- Publication
Journal of Graduate Medical Education, 2019, Vol 11, Issue 4, p460
- ISSN
1949-8349
- Publication type
Article
- DOI
10.4300/JGME-D-19-00085.1