Patient views of continuity relationships with medical students

Ann N. PonceletUniversity of California, USA; ANN N. PONCELET, MD, is a Professor of Neurology at the University of California, San Francisco (UCSF) and is the Rowe Endowed Chair for Teaching in Neurology. She is co-director of the first UCSF LIC and oversees all UCSF LIC programs.Correspondence[email protected]

Maria WamsleyUniversity of California, USA; MARIA A. WAMSLEY, MD, is a Professor of Clinical Medicine at UCSF and is the co-director of the first UCSF LIC. She is the co-director of the longitudinal clerkship for students in traditional block rotations.

Karen E. HauerUniversity of California, USA; KAREN E. HAUER, MD, is a Professor of Medicine at UCSF and the Gold Headed Cane Endowed Chair in Education in Medicine. She is Director of Internal Medicine Clerkships, and serves as Director of Student Assessment for the School of Medicine.

Cindy LaiUniversity of California, USA; CINDY J. LAI, MD, is an Associate Professor of Medicine at UCSF. She is a site director for the medicine clerkship and the LIC inpatient departmental liaison. She directs Intersessions, a longitudinal third-year medical school course on professional development, medical ethics, health policy, clinical decision-making and translational medicine.

Taleesha BeckerUniversity of California, USA; TALEESHA BECKER is a medical student at Emory University School of Medicine. She has worked as a Research Assistant at UCSF and San Francisco General Hospital. She has a Masters degree in Social Service Administration from the University of Chicago and worked with non-profits serving underprivileged youth.

Bridget O'BrienUniversity of California, USA; BRIDGET C. O’BRIEN, PhD, is a Assistant Professor in the Department of Medicine and in the Office of Medical Education at UCSF. She is the director of evaluation for the SFVA Center of Excellence in Primary Care Education.

Abstract

Introduction: Continuity relationships between students and patients, that occur in a longitudinal integrated clerkship (LIC), enrich medical students’ opportunities to learn from patients and provide patient-centered care. Patient preferences for continuity with a primary provider are well-documented, but little is known about patients’ experiences of continuity with students. This study examines patients’ perception of continuity with and care received by students.

Methods: This qualitative study uses data from semi-structured interviews with 32 patients of LIC students at an academic medical center. Data were analyzed for themes about continuity and experiences of care provided by students.

Results: Patients valued relationships with students over time and across settings. Students’ contributions to their care included enhanced access to and coordination of care, communication, patient education and wellbeing. Patients with substantial continuity and/or who were moderately or severely ill described their student in a physician-like role more frequently than other patients. Patients appreciated patient-centered attitudes and behaviors in their students.

Conclusion: Patients value continuity relationships with students, akin to that described between patients and their physicians. Patients described a variety of ways in which students enhanced their care and assumed a physician-like role. These patient perceptions support the concept of mutually beneficial relationships between students and patients.

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Patient views of continuity relationships with medical students

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Patient views of continuity relationships with medical students

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