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Interventions aimed towards the development of patient-centredness in undergraduate medical curricula : a scoping review

dc.contributor.authorArcher, E.en_ZA
dc.contributor.authorMeyer, I.en_ZA
dc.date.accessioned2019-08-30T07:40:19Z
dc.date.available2019-08-30T07:40:19Z
dc.date.issued2018
dc.identifier.citationArcher, E. & Meyer, I. 2018. Interventions aimed towards the development of patient-centredness in undergraduate medical curricula : a scoping review. African Journal of Health Professions Education, 10(3):171-175, doi:10.7196/AJHPE.2018.v10i3.1040
dc.identifier.issn2078-5127 (online)
dc.identifier.otherdoi:10.7196/AJHPE.2018.v10i3.1040
dc.identifier.urihttp://hdl.handle.net/10019.1/106407
dc.descriptionCITATION: Archer, E. & Meyer, I. 2018. Interventions aimed towards the development of patient-centredness in undergraduate medical curricula : a scoping review. African Journal of Health Professions Education, 10(3):171-175, doi:10.7196/AJHPE.2018.v10i3.1040.
dc.descriptionThe original publication is available at http://www.ajhpe.org.za
dc.description.abstractBackground. Patient-centredness has been identified by most medical schools worldwide as a desired core graduate competence. Patient-centredness positions the patient at the centre of the consultation and, therefore, focuses on the patient instead of on the disease. The concept of patient-centredness is, however, multifaceted. The choice and development of approaches and interventions that can enhance or sustain the various dimensions of patient-centredness are challenges for undergraduate medical curriculum developers. Objectives. To determine what the extent and nature of published scientific literature on implemented interventions are and how these could assist in fostering the various constructs of patient-centredness in undergraduate medical curricula. Furthermore, to determine which of these interventions could potentially be applied and incorporated in the context of the undergraduate medical curriculum at the Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa. Methods. The study followed the 6-step scoping review methodology framework. Four electronic databases were searched. Two independent reviewers screened citations for inclusion and performed the data abstraction. Results. Articles (N=581) were eligible for inclusion in this study. Information captured in the Excel spreadsheets resulted in 9 categories of teaching interventions, which could lead to the various constructs of patient-centredness. These included didactic sessions and workshops, simulated patients, reflection, small-group discussions, e-learning, peer role-play/drama/surrogate, narratives/storytelling/art, clinical experiences and mindfulness training. Conclusions. It is important to acknowledge that the development of patient-centredness in medical students is more than just a set of communication skills. Curricula need to provide learning opportunities for students to enhance knowledge, skills and attitudes related to patient-centredness to develop it as a strong competence. Furthermore, students need to be placed in clinical learning environments that foster a patient-centred approach, providing various opportunities where they can reflect on their learning, be more mindful of the needs of their patients and build caring relationships with them.en_ZA
dc.description.urihttp://www.ajhpe.org.za/index.php/ajhpe/article/view/991
dc.format.extent5 pages ; illustrations
dc.language.isoen_ZAen_ZA
dc.publisherHealth and Medical Publishing Group
dc.subjectMedicine -- Study and teaching (Higher) -- Curriculaen_ZA
dc.subjectPatient-centered health care -- Study and teaching (Higher)en_ZA
dc.titleInterventions aimed towards the development of patient-centredness in undergraduate medical curricula : a scoping reviewen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's version
dc.rights.holderAuthors retain copyright


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