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Promoting Patient-Centered Care During Residency Training: an Inpatient Tale of Two Programs

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Abstract

Background

Teaching residents to provide patient-centered care (PCC) is a challenge within traditional residency programs. We describe strategies developed to adapt a PCC curriculum from an existing program to a new one, highlighting components that were duplicated as well as those that were adapted to local needs.

Activity

The authors compared their PCC curricula against known barriers to PCC teaching, identified strategies as shared or tailored in each domain, and described outcomes.

Results

Sixteen shared curricular strategies were identified. One hundred percent of pediatric residents (n = 20) “agreed or strongly agreed” that the newly adopted PCC strategies promote an understanding of patient-centered care.

Discussion

Success related to shared and tailored strategies may inform how PCC training models in other specialties may be developed.

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Authors and Affiliations

  1. Johns Hopkins University School of Medicine, Baltimore, MD, USA

    Raquel G. Hernandez, Janet D. Record, Laura A. Hanyok, Cynthia S. Rand, Robert A. Dudas, Roy C. Ziegelstein & Colleen Christmas

  2. Johns Hopkins All Children’s Hospital, 601 5th Street South, St. Petersburg, FL, 33701, USA

    Raquel G. Hernandez & Robert A. Dudas

  3. Johns Hopkins Bayview Medical Center, Baltimore, MD, USA

    Janet D. Record, Laura A. Hanyok, Cynthia S. Rand, Roy C. Ziegelstein & Colleen Christmas

Authors
  1. Raquel G. Hernandez
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  2. Janet D. Record
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  3. Laura A. Hanyok
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  4. Cynthia S. Rand
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  5. Robert A. Dudas
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  6. Roy C. Ziegelstein
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  7. Colleen Christmas
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Corresponding author

Correspondence to Raquel G. Hernandez.

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Conflicts of Interest

The authors declare that they have no conflict of interest.

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This project has not previously been presented or published in any other journal or venue.

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Hernandez, R.G., Record, J.D., Hanyok, L.A. et al. Promoting Patient-Centered Care During Residency Training: an Inpatient Tale of Two Programs. Med.Sci.Educ. 28, 289–294 (2018). https://doi.org/10.1007/s40670-018-0569-7

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  • DOI: https://doi.org/10.1007/s40670-018-0569-7

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