Drs. Angela Towle, Brett Schrewe and Laura Nimmon
Patients in medical education
Date: Tuesday, January 10, 2017
Time: 12:00pm to 1:30pm
- formal presentations and discussion from 12:00pm – 1:00pm, ongoing moderated discussion 1:00pm – 1:30pm
- feel free to bring a bagged lunch
Locations:
- LSC 1312
- DHCC 2263
- MSB 131
- RJH CA 011
- KGH CAC 237
- NHSC 9-374
Remote:
- Movi J, ID 30220
- VC Anywhere, user guide
Description: The session will consist of brief presentations of very different aspects of the patient in medical education.
Language and Communication
The word ‘patient’ is problematic. In many people’s minds it is associated with passivity, the sick role and disempowerment. As such it sits oddly with recent rhetoric that encourages active patients who take responsibility for their health, or policy requirements to involve patients and the public as experts by experience in health service delivery, research and the education of health and social care professionals. Alternatives to ‘patient’ bring their own problems. For some people, the terms we use bring out strong emotions and become a barrier to communication. To introduce the WITA on the patient, I will briefly explore the implications of the word ‘patient’ from the perspectives of non-health care professionals. In part 2, to conclude the WITA, I will describe briefly what students learn about the word patient and its alternatives, through discussion of the topic as part of an interprofessional health mentors program.
Heart failure patients and caregivers interdependence in multiple dimensions of time
The focus for this talk is informed by two main questions: (1) What is the nature of the HF patient-partner couple (e.g. what does this dyad look like) when both individuals have a chronic condition? (2) What insights can we glean for training and care delivery by gaining a deeper understanding of this relational tie as it plays out on the healthcare team? I have discovered how couples seem to live in shared complex dimensions of time that are linked to their experiences and meaning making around life and death. These insights can bring an in-depth appreciation of the HF patient’s context by highlighting the profound enmeshment of HF patient-partner couple as they live in shared dimensions of time day to day.
Being and Time, Acutely
Medical professionals-in-training learn quickly to participate in a discourse of patient-as-marginalized actor, the effects of which shape their nascent professional disposition and lead them to speak for and about patients in certain ways rather than others. It is often into these acute care spaces that the uncertainty of illness brings caregivers, experts in their child, to a pediatrician, an expert in child health. How do patients and caregivers experience time in the uncertainties of acute illness and on the schedule of acute care centres? If we are to realize the promise of initiatives such as patient/person-centred care or family-centred rounds, a key component will be to better understand the temporal experience of those who, ostensibly, these endeavours are centred around. How might we best explore this question?
The objectives are:
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1: Identify reasons why the word patient might be problematic and the ways in which it can affect communication and relationships with patients.
2: Describe how the language of patient-centered care may not account for the patient and caregiver’s interdependence.
3: Examine the question of how patients and caregivers experience time in the uncertainties of acute illness and on the schedule of acute care centres.
Accreditation:
The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This course has been reviewed and approved by the UBC Division of Continuing Professional Development. This Group Learning course meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 1.0 Mainpro+ credits. This course is an Accredited Group Learning Activity eligible for up to 1.0 MOC Section 1 credits as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada. Each physician should claim only those credits he/she actually spent in the activity.
