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Related Experiment Videos

Not the same everywhere. Patient-centered learning environments at nine medical schools.

Paul Haidet1, P Adam Kelly, Susan Bentley

  • 1The Michael E. DeBakey Veterans Affairs Medical Center, Baylor College of Medicine, Houston, TX, USA. phaidet@bcm.tmc.edu

Journal of General Internal Medicine
|May 18, 2006
PubMed
Summary

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Medical school learning environments significantly vary in patient-centeredness, impacting the hidden curriculum. This study highlights the need for multi-institutional research to understand and improve these differences.

Area of Science:

  • Medical Education Research
  • Patient-Centered Care
  • Hidden Curriculum Studies

Background:

  • Learning environments implicitly or explicitly address patient-centered values, a topic studied for over 40 years.
  • Previous research often focused on single medical schools using time-intensive methods.
  • A lack of survey methods and comparative data on learning environments across institutions exists.

Purpose of the Study:

  • To examine patient-centered characteristics of learning environments across nine U.S. medical schools.
  • To identify variations in the degree to which medical school environments foster patient-centered care.

Main Methods:

  • A cross-sectional, internet-based survey was administered.
  • Eight hundred and twenty-three third- and fourth-year medical students participated.

Related Experiment Videos

  • The validated 29-item Communication, Curriculum, and Culture (C3) Instrument measured learning environment patient-centeredness.

    • Main Results:

    • Significant variability in C3 scores was observed across the nine medical schools (p values .001–.004).
    • The patterns of scores across the three C3 content areas (role modeling, student experiences, support) differed distinctly between schools.
    • These findings indicate unique learning environments at each institution.

    Conclusions:

    • The nine medical schools exhibited distinct learning environments regarding patient-centeredness.
    • Further multi-institutional studies are necessary to quantify variability in hidden curricula.
    • Informed interventions can be developed to enhance patient-centered care education.