'Ελα στη θέση μου, Γιατρέ!Το «Έλα στη θέση μου, Γιατρέ!» αποτελεί μια εξ ολοκλήρου βιωματική εκπαίδευση που στόχο έχει την ανάπτυξη της ενσυναίσθησης στους φοιτητές της Ιατρικής. Το εκπαιδευτικό πρόγραμμα σχεδίασε ο κ. Βασίλης Κιοσσές, ψυχολόγος, εκπαιδευμένος στην Προσωποκεντρική Συμβουλευτική, υποψήφιος Διδάκτορας Ιατρικής υπό την επίβλεψη του Αναπληρωτή Καθηγητή Υγιεινής και Ιατρικής Εκπαίδευσης κ. Ιωάννη Δημολιάτη, στο Εργαστήριο Υγιεινής και Επιδημιολογίας. Πρόκειται για ένα πρωτοποριακό πρόγραμμα εκπαίδευσης για τα ελληνικά και διεθνή δεδομένα, το οποίο αποτελεί πλέον μέρος του προγράμματος σπουδών ως επιλεγόμενο μάθημα για τους φοιτητές Ιατρικής. Επιστημονικό ΆρθροΔημοσίευση επιστημονικού άρθρου στο περιοδικό Journal of education and training studies που αφορά στο πρόγραμμα εκπαίδευσης φοιτητών ιατρικής στην ενσυναίσθηση με τίτλο "Empathize with me Doctor". Ο τίτλος του άρθρου ειναι "Empathize with me Doctor" Medical Undergraduates Training Project: development, application, six months follow up". Το περιοδικό είναι open access, κάτι που σημαίνει πως το άρθρο είναι διαθέσιμο σε όλους στην παρακάτω διεύθυνση http://redfame.com/journal/index.php/jets/article/view/2418/2594 Απόσπασμα από το άρθρο: 1 Introduction In modern times, medicine has become over-specialized, in terms of organs and diseases, against patients’, their families’ and society’s needs and concerns. This has led to a lack of attention on other aspects of the disease beyond symptoms. A re-conceptualization of the core mission of medicine became obvious. A disease-centered medicine has been replaced by the person-centered medicine (PCM), introduced by Balint (1969), who emphasized on the physicians’ understanding. PCM seeks to promote health as a state of physical, mental, spiritual and social well-being and not only to decrease pain (World Health Organization [WHO], 1946; Sanedal, 2012). It has a significant influence from humanism, where a personalized understanding of the illness is the main context, containing all the psychological and emotional elements of the disease. According to the Institute of Medicine (2001), person-centered care is “care that is respectful and responsive to individual patient preferences, needs and values, and ensuring that patient values guide all clinical decisions” (p. 49). Person-centered medicine’s concept in primary care is oriented at “people and populations, rather than pre-defined diseases or interventions as stand-alone issues” (Van Wheel, 2010, p. 337). Empathy is a crucial component to promote person-centered care. Clinical empathy includes understanding patient’s situation, perspective and feelings as well as their attached meanings; and communicating understanding and checking its accuracy (Platt, 1992). It is linked with fewer burnout effects of the healthcare professionals and more accurate diagnoses (Anfossi & Numico, 2004), creates a safe, pleasant and comfortable environment where the patient is facilitated to speak openly (Suchman, Markaki, Bechman & Frankel, 1997; Fink, Sorensen, Engberg, Holm & Munk-Jorgensen, 1999) and seems to decrease patients’ and doctors’ stress (Halpern, 2003). Medical empathy is not that different from Carl Rogers’ ( 1951) definition of empathy described in his Person-Centered Approach (PCA): empathy is not a technique but a way of being; empathy is the ability to deeper understand other’s frame of reference and involves being able to put yourself in the other’s position. In counseling, PCA found wide application in various domains such as psychotherapy (client-centered therapy), education (student-centered learning), organizations, and other group settings. The term “medical empathy” vindicates significant part in the medical curricula. In the “Learning Outcomes/Competences for Undergraduate Medical Education in Europe: The Tuning Project (Medicine)”, developed by the MEDINE Thematic Network of about 100 European medical schools, empathy is highlighted as a main professional attribute, incorporated in the outcomes for medical professionalism (Cumming & Ross, 2008). Training programs have been developed in order to educate healthcare professionals in empathy through communication skills trainings with a variety in teaching methods, duration and curriculum (McKinstry, Aschcroff, Car, Freeman & Sheikh, 2006; Moore, Wilkinson & Mercado, 2004). A systematic review of the literature revealed that educational programs could enhance empathic performance among medical students with a statistical significant increase (Bat- Rawden, Chilsom, Anton & Flickinger, 2013) but with a relatively low mean effect size (0.23), while the heterogeneity in the design of the studies included was an inhibiting factor in extracting safe conclusions. The efficacy of communication skills training courses in oncology was assessed by another systematic review which revealed a moderate effect of the training on communication performance (Barth & Lannen, 2011). In the current research, we combined the framework of the Person-Centered Approach (PCA) within medical education, in order to develop and design experiential empathy training for medical undergraduates. The “Empathize with me, Doctor!” project (EwMD) was developed and applied. Is EwMD successfully applied within medical school to enhance medical undergraduates’ empathic performance? Does the effect of a PCA-based empathy training maintain?
0 Comments
|
Συγγραφείς
Κυπριωτάκης Νίκος Αρχείο
September 2021
Κατηγορίες
All
|