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首页> 外文期刊>Advances in health sciences education: theory and practice >Diabetes stories: use of patient narratives of diabetes to teach patient-centered care
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Diabetes stories: use of patient narratives of diabetes to teach patient-centered care

机译：糖尿病的故事：使用糖尿病患者的叙述来教授以患者为中心的护理

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A critical component to instituting compassionate, patient-centered diabetes care is the training of health care providers. Our institution developed the Family Centered Experience (FCE), a comprehensive 2-year preclinical program based on longitudinal conversations with patients about living with chronic illness. The goal of the FCE is to explore the experience of illness from the patient's perspective and ultimately to incorporate this perspective in clinical practice. In this qualitative study, we wished to investigate the impact of "diabetes stories"-the stories of FCE volunteers with diabetes? on medical students' understanding of diabetes and its management. Individual interviews were conducted with medical students who had worked with a volunteer with diabetes to answer the questions: "in what ways was learning through these 'diabetes stories' different from that acquired through lectures and textbooks," and "how did these stories impact the students' understanding of diabetes and its care?" Thematic analysis of the transcribed interviews was performed using Grounded Theory. Several major themes emerged: There was more to diabetes than the "scientific" knowledge acquired through lectures; the stories challenged students' assumptions about having or working with people with diabetes and allowed students to see the world through the perspective of someone with diabetes, and the stories motivated students' development as physicians and influenced their general perspectives of doctoring and medicine. First-person narratives of living with diabetes allow for learning in affective, experiential, and cognitive dimensions, stimulate self reflection and perspective-taking, and enhance growth through the challenging of previous assumptions, beliefs, and perspectives. This type of learning is transformative and may result in a shift in students' perspectives towards more open, inclusive attitudes towards patient-centered diabetes care.
机译：建立以患者为中心的富有同情心的糖尿病护理的关键因素是对医疗保健提供者的培训。我们机构开发了以家庭为中心的体验（FCE），这是一项全面的2年临床前计划，其基础是与患者就慢性病患者进行纵向交谈。 FCE的目标是从患者的角度探索疾病的体验，并最终将这种观点纳入临床实践。在这项定性研究中，我们希望调查“糖尿病故事”（FCE志愿者的糖尿病故事）的影响？医学生对糖尿病及其治疗的理解。对与糖尿病志愿者一起工作的医学生进行了个人访谈，回答了以下问题：“通过这些“糖尿病故事”学习的方式与通过讲座和教科书获得的方式有所不同”，以及“这些故事如何影响糖尿病患者的学习。学生对糖尿病及其护理的了解？”转录访谈的主题分析是使用扎根理论进行的。出现了以下几个主要主题：对于糖尿病而言，除了通过讲座获得的“科学”知识以外，还有更多的主题。这些故事挑战了学生对患有糖尿病或与之合作的假设，使学生能够从糖尿病患者的角度看待世界，这些故事激发了学生发展为医师的能力，并影响了他们对医生和医学的普遍看法。糖尿病患者的第一人称叙事允许您在情感，体验和认知方面进行学习，激发自我思考和看法，并通过挑战先前的假设，信念和观点来促进成长。这种类型的学习具有变革性，并可能导致学生的观点转向对以患者为中心的糖尿病护理更加开放，包容的态度。

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