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Efficiency is not enough; you have to prove that you care: Role modelling of compassionate care in an innovative resident-as-teacher initiative
Maria A Blanco1, Ann Maderer2, Lori Lyn Price3, Scott K Epstein4, Paul Summergrad5
1 Associate Dean for Faculty Development and Assistant Professor of Psychiatry, Tufts University School of Medicine, Boston, Massachusetts, USA
2 Curriculum and Administrative Director, Tufts University School of Medicine, Boston, Massachusetts, USA
3 Instructor of Medicine, Tufts University and Biostatistician, Institute of Clinical Research and Health Policy Studies, Tufts Medical Center, Boston, Massachusetts, USA
4 Dean for Educational Affairs and Professor of Medicine, Tufts University School of Medicine and Tufts Medical Center, Boston, Massachusetts, USA
5 Dr. Frances S. Arkin Professor and Chairman Department of Psychiatry, Professor of Medicine, Tufts University School of Medicine, Psychiatrist-in-Chief, Tufts Medical Center, Boston, Massachusetts, USA
Correspondence Address:
Maria A Blanco
145 Harrison Ave, Sackler Building, Room 325 Boston, MA, 02111
USA
 Source of Support: The programme was funded by The Arthur Vining Davis Foundations., Conflict of Interest: None  | Check |
DOI: 10.4103/1357-6283.112805
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Introduction: The current emphasis on providing holistic competent and efficient healthcare has revealed a need to nurture providers' compassionate and relationship-centred care throughout the continuum of medical education. Methods: Our resident-as-teacher programme trained 41 residents from core clerkships at six clinical sites in the United States of America (USA) to teach and practice compassionate care through role-modelling. The programme focused on resident's demonstrations or failures to demonstrate compassionate care with peers, students and healthcare providers, and engaged residents in disseminating their experience to their colleagues. A mixed-method evaluation assessed short-term outcomes at multiple levels through the collection of resident's: pre- and post-programme scores on empathy scale, performance on standardised patient (SP) exercise, and self-assessment of their performance on relationship-centred care skills; journal reflections; presentations delivered at their site and attendees' evaluation; evaluation of the programme. Quantitative data was analysed calculating descriptive statistics and paired sample t-tests, using SAS. Qualitative data was analysed performing open coding and code frequency counts to identify emergent themes. Results: Residents had empathy scores within the average range, and high scores on SP assessments throughout the programme. The programme had a positive impact on resident's perceptions of their relationship-centred skills. Residents found the programme useful, and emphasised the importance of mindfulness, active presence and slowing down-and were concerned with addressing these needs in daily practice. Eighteen presentations were delivered across sites. Attendees found the presentations useful and necessary in their training. Conclusions: Residents successfully reflected on, embodied and disseminated the programme's core concepts on their rotations. This group required validation of their commitment to compassionate care, and sought strategies to embody their commitment while inspiring other providers, residents and students. |
