A memorial service to provide reflection on patient death during residency.
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ABSTRACT:
SUBMITTER: Schoenborn NL
PROVIDER: S-EPMC3886475 | biostudies-other | 2013 Dec
REPOSITORIES: biostudies-other
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Project description:Patient death is a formative and emotional experience for physicians. Medical trainees are particularly susceptible to the emotional impact of patient death. However, few studies have examined how trainees process patient death. This study describes annual patient memorials organized at a large multisite academic graduate medical education program. Peer-led, 1-hour patient memorial services were organized for internal medicine residents, including large and small group reflection, a moment of silence, and collective art projects. At the conclusion of each memorial, participants completed a 10-question survey regarding their experience during the memorial and their prior experiences with patient death. Ninety-nine surveys were analyzed over 2 years. Of resident respondents, 84% reported feeling comfortable or very comfortable participating in the memorials, and 93% rated reflection on patient death as important or very important. When asked how they reflect on patient death, 67% of residents reported processing patient death independently, while only 23% reported processing patient death with their medical teams. Patient memorials with small and large group discussions are easily adopted and replicated. Residents reflect on patient death frequently but often independently rather than with their medical teams. Patient memorials provide a venue for collective mourning and group reflection to support trainees.
| S-EPMC7785196 | biostudies-literature
Project description:BACKGROUND:Existing studies have explored many aspects of medical students' experiences of patient death and propose the importance of faculty support for coping. However, UK-based literature on this subject and research concerning learning through reflection as part of coping are relatively limited. This study, through the lens of reflection, aims to explore students' experiences with patient death in a UK context. These include coping strategies, support from faculty following patient death and the relationship between these experiences and learning. Our research questions were: How do medical students cope with and learn from their experiences?How does support from ward staff and the medical school help them cope with and learn from these experiences?How can students best be supported following patient death? METHODS:We employed narrative inquiry to explore how medical students made sense of their experiences of patient death. Twelve students participated in our study via an online narrative questionnaire. Thematic analysis and complementary narrative analysis of an exemplar were applied to address our research aim. RESULTS:Coping strategies comprised internal and external strategies. Internal strategies included (1) re-interpretation of the death into a meaningful experience including lessons learned; (2) normalization; (3) staying busy and (4) enduring negative emotions. External strategies included speaking to someone, which was found to influence normalization, and lessons learned. Both satisfactory and unsatisfactory support from ward staff was identified. Satisfactory support was characterized by the inclusion of emotional and professional support. Unsatisfactory support was often characterized by a lack of emotional support. Narrative analysis further demonstrated how the experience with patient death was re-interpreted meaningfully. Students suggested that support should be structured, active, sensitive, and include peers and near-peers. CONCLUSION:Many coping strategies, internal and external, were employed in students' experiences with patient death. Student reflections, enhanced by support from ward staff, were shown to be important for learning from patient death. We encourage faculty to have regular sessions in which medical students can reflect on the death incident and discuss appropriately with others, including peers and near-peers.
| S-EPMC6894273 | biostudies-literature
Project description:BackgroundThe Dutch government has chosen a policy of strengthening palliative care in order to enable patients to die at home according to their preference. In order to facilitate this care by GPs, we wanted to know how to support them in their training. Therefore we examined the ways in which the death of a patient influences the doctor both at a professional and at a personal level.MethodsBased on a qualitative study, we developed a model for reflection for GP trainees on the meaning of the death of patients and its influence on the GP.The qualitative study was done in 2007 and is based on open in-depth interviews and a focus group. We recruited 18 participants who were highly professional GPs and experienced in talking about the death of patients. We invited GPs from a list of experienced GPs, who in addition are also second-opinion GPs for euthanasia (SCEN-physicians) and from a pool of GP trainers, our intention being to include GPs holding a variety of world views. Interviews were audio-taped and transcribed verbatim. A grounded theory approach was used to analyze the results. Themes were first identified independently by three researchers, then after discussion these three sets were rearranged to one list of themes and their mutual relation were determined. A model for the interaction of the GP at professional and at a personal level was formulated.ResultsForty three themes emerged from the interviews and focus group. These themes fell into three groups: professional values and experiences, personal values and experiences, and the opinions of the GPs as to what constitutes a good death. We constructed a model of the doctor-patient relationship on the basis of these findings. This model enables GP trainees identifying the unique character of the doctor-patient relationship as well as its reciprocity when the two were confronted by the patient's impending death.ConclusionsIn dealing with the approaching death of a patient the unique interaction between patient and doctor and the cumulative experiences of doctors with their patients brings about a shift in the GP's own values. The professional development of GP trainees may be facilitated by reflection on the interaction of their own values and beliefs.
| S-EPMC3061910 | biostudies-literature
Project description:BackgroundThe global COVID-19 pandemic confronts people with their fragility, vulnerability, and mortality. To date, scales to measure death awareness mainly focus on the anxiety-provoking aspect of mortality cues. This study aims to cross-culturally adapt and validate the Death Reflection Scale (DRS), a scale for measuring positive, growth-oriented cognitions of life reflection and prosocial behavior following confrontation with the finiteness of life.Materials and methodsThe Death Reflection Scale was translated and adapted in a multi-step process to the German language. In this anonymous, cross-sectional, online survey at a large university in Germany, students, healthcare professionals (HCP) and other staff completed the DRS alongside comparison measures. Multi-group confirmatory factor analysis was used to assess configural, metric, and scalar measurement equivalence across four age and occupational groups. Convergent/divergent validity testing was done via Spearman correlations.Results1,703 participants provided data for a response rate of ∼5%. 24% of respondents were HCP, 22% students. Confirmatory factor analysis showed a higher-order structure of the DRS with a strong general factor and the originally proposed five subscales (CFI 0.945, SRMR 0.045, RMSEA 0.055). Multi-group CFA showed partial metric equivalence across age groups and partial scalar invariance across occupational groups. Non-invariant scales were the Motivation to live, Putting life into perspective, and Legacy subscales. In the convergent validity testing, two hypotheses were fully confirmed, two partially and four were not confirmed. Experiencing a propensity for increased contemplation and life reflection during the pandemic together with spirituality showed correlations of moderate to large size to the DRS and its subscales (Spearman's rho ranging from 0.31 to 0.52).ConclusionFurther conceptual work for death awareness to explore the construct's stability in different population groups needs to be undertaken. However, the DRS can be mostly used to assess positive and growth-oriented aspects of death awareness and death reflection which may be an important avenue when developing counseling and support interventions for groups experiencing a high burden during the pandemic.
| S-EPMC9382129 | biostudies-literature
Project description:Identity integration is the process wherein a person assimilates multiple or conflicting identities (e.g., beliefs, values, needs) into a coherent, unified self-concept. Three experiments examined whether contemplating mortality in a specific and individuated manner (i.e., via the death reflection manipulation) facilitated outcomes indicative of identity integration. Participants in the death reflection condition (vs. control conditions) considered positive and negative life experiences as equally important in shaping their current identity (Experiment 1), regarded self-serving values and other-serving values as equally important life principles (Experiment 2), and were equally motivated to pursue growth-oriented and security-oriented needs (Experiment 3). Death reflection motivates individuals to integrate conflicting aspects of their identity into a coherent self-concept. Given that identity integration is associated with higher well-being, the findings have implications for understanding the psychological benefits of existential contemplation.
| S-EPMC4859554 | biostudies-literature
Project description:BackgroundA novel patient-centered curricular experience was implemented in an internal medicine residency program in 2007. There is little published evidence that what is taught in residency affects practice after graduation.ObjectiveWe sought to evaluate whether graduates perceived any long-term effects of participation in this patient-centered curriculum.MethodsFrom July to September 2015, a web-based survey with quantitative and qualitative components was sent to graduates of the program to assess self-reported effects of this curriculum on current practice. Graduates spent 2 to 8 weeks on the intervention team during their training. Responses to open-ended questions were independently coded by 2 investigators, using the editing analysis method. Emergent themes and representative quotes are reported.ResultsOf 150 residents who completed at least 1 year of training from 2007 to 2014, 94 of 110 (85%) with available email addresses responded to this survey. Of respondents, 21 (22%) were still in fellowship training, and 71 (76%) were in full-time practice. The majority responded "a great deal" when asked if the experience was valuable to their training as a physician (72 of 94, 77%) or influenced their practice (59 of 94, 63%). Free-text comments indicate that residents felt the experience enhanced their understanding of social determinants of health, communication skills, relationship building, and ability to tailor treatments to individual patients.ConclusionsInternal medicine residency graduates reported that exposure to a curriculum focused on knowing patients as individuals had important enduring effects on their practice.
| S-EPMC7771592 | biostudies-literature
Project description:IntroductionAbortion is a common gynecological procedure and plays a central role in women's health and autonomy. To maintain accessibility to abortion, it is important that sufficient obstetrics and gynecology (Ob/Gyn) residents intend to provide abortion care after residency. This study identifies factors that influence a resident's intention to provide abortions (IPA) post-training.Materials and methodsA multiple-choice survey, addressing demographics, religious background, residency program metrics, training experience and intent to provide abortions (IPA), was answered by 409 Ob/Gyn residents. Chi-square test was performed on descriptive statistics and continuous variables were tested with ANOVA with p<0.05 considered significant.ResultsResidents with IPA were predominantly female (p = 0.001), training in the Northeast and West (p<0.001), identifying either as non-religious, agnostic/atheist or Jewish (p<0.01), not actively practicing their religion (p<0.001) and leaning democrats (p<0.002). Those with IPA were more likely to train at hospitals without religious affiliation (p<0.008), to train at a Ryan Program (p<0.001), to place strong emphasis on choosing a program with family planning training (p<0.001), to join programs where a significant portion of the faculty performs abortions (p<0.001) and to have completed a higher number of first trimester medical and surgical abortion procedures during the last six months of training (p<0.001).ConclusionThese results suggest that factors influencing a physician's intention to provide abortions are multifactorial, involving personal and program factors. A model predicting IPA is derived. To maximize IPA, residency programs can increase abortion volume, facilitate additional training and build a supportive faculty.
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Project description:This study explored the reflections of college students at different stages of their service provided to preschoolers and proposed recommendations on service-learning curricula according to the research findings. Thirty-six college juniors enrolled in an academic service-learning course were asked to complete a service-learning project, to undertake service activities in the form of eight storytelling sessions at preschools. This storytelling plan was 1.5-hour-long each, twice per month, for 16-weeks. Qualitative case study approach was employed in this study. Data consisted of documentation of the participants' reflections, focus group interviews, and research logs. The thematic analysis was employed to analyze data and data were analyzed using the constant comparative technique. The study revealed that the contents of participants' reflections took on a qualitative change as their service experience accumulated. Before their service experience, their reflections focused on personal expectations. This shifted professional learning and personal growth during the service experience. After their service experiences, their reflections were extended to include social concern. Also, the participants were inspired to actively acquire professional knowledge from their service experiences. Various reflection activities triggered different levels and functions of reflection by the participants. Writing activities caused the participants to focus on personal reflection, providing the opportunity for them to examine and adjust their ideas; group discussion activities allowed the participants to focus on group dialogue, with which they achieved learning and gained identity. Finally, students experienced emotional highs and lows during their experience of service, describing tension and fear initially, then joy or disquietude subsequently. Recommendations based on the research results were provided to facilitate planning of the service-learning curriculum by college educators.
| S-EPMC8459965 | biostudies-literature
Project description:BACKGROUND: Reflective writing is used to promote learning and professional growth in medical education. Sharing reflections with peers and supervisors facilitates feedback that enhances understanding. OBJECTIVE: We explored the feasibility of using a secure social media platform to share reflections and promote reflective discussions in an emergency medicine residency program. METHODS: This was a prospective pilot investigation evaluated with a poststudy opinion survey. Reflective discussions were also described using basic quantitative and qualitative methods. RESULTS: The 2-month, voluntary, pilot study included 21 faculty and 36 residents. Faculty posted reflections and replies (n = 146) more frequently than residents did (n = 48). Survey data suggested both groups found the platform engaging and easy to use, valued the security of the platform, and felt the conversations were valuable to their professional development. CONCLUSIONS: Secure social media offers a feasible option for sharing reflections and facilitating reflective discussions in medical education.
| S-EPMC4054736 | biostudies-other
Project description:Negative outcomes in emergency medicine (EM) programs use a disproportionate amount of educational resources to the detriment of other residents. We sought to determine if any applicant characteristics identifiable during the selection process are associated with negative outcomes during residency.Primary analysis consisted of looking at the association of each of the descriptors including resident characteristics and events during residency with a composite measure of negative outcomes. Components of the negative outcome composite were any formal remediation, failure to complete residency, or extension of residency.From a dataset of 260 residents who completed their residency over a 19-year period, 26 (10%) were osteopaths and 33 (13%) were international medical school graduates A leave of absence during medical school (p <.001), failure to send a thank-you note (p=.008), a failing score on United States Medical Licensing Examination Step I (p=.002), and a prior career in health (p=.034) were factors associated with greater likelihood of a negative outcome. All four residents with a "red flag" during their medicine clerkships experienced a negative outcome (p <.001)."Red flags" during EM clerkships, a leave of absence during medical school for any reason and failure to send post-interview thank-you notes may be associated with negative outcomes during an EM residency.
| S-EPMC5785175 | biostudies-literature