Parents as Teachers of Family-Centered Care in Pediatrics: Parents and Residents in Session

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Christine Low
Joel Forman
Rachel Annunziato
Melissa Rubes
Taleen Bolbolian
Juan Mezzich
Eyal Shemesh


Objectives: Despite recommendations for practicing patient and family centered care (PFCC), there is no consensus about the best way to teach this approach, nor data about timing in medical training to introduce this concept. This study evaluated the feasibility of training with family faculty to improve medical trainees’ attitudes and knowledge regarding PFCC, and compared the effects of the same intervention on two levels of trainees. Methods: Participants completed a manual-driven training that included parents (“family faculty”) who described their perspective during their child’s hospital stay. Outcomes were evaluated in two domains: medical trainees’ attitudes and knowledge about PFCC. Results: Thirty pediatric residents and fifty-three medical students participated in training with seven and six family faculty members respectively. Mean scores on an Attitudes measure given to residents showed significant improvement after the session from 22.71 (SD=2.41) to 25.84 (SD=3.02), t = -6.92, p < .01. Knowledge scores also significantly improved from a mean of 1.86 (SD=1.01) to 3.14 (SD=0.93), t = -6.28, p < .01. For medical students, mean scores on the Attitudes measure significantly improved after the session from 20.26 (SD=3.77) to 22.15 (SD=4.74), t = -3.95, p < .01. There was no change in Knowledge score, 2.13 (SD=0.82) to 2.27 (SD=0.91), t = 1.55, p = 0.13. Conclusions: To our knowledge this is the first study that examined the timing of a structured intervention to improve PFCC. The concept of PFCC is taught effectively during the residency stage of medical training.

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