Premium
The clinician’s role in meeting patient information needs: suggested learning outcomes
Author(s) -
Jones Ray B,
Hampshire Amanda J,
Tweddle Sally,
Moult Beki,
Hill Alison
Publication year - 2001
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1046/j.1365-2923.2001.00924.x
Subject(s) - multidisciplinary approach , delphi method , curriculum , medicine , variety (cybernetics) , inclusion (mineral) , patient education , medical education , information needs , health care , nursing , medline , qualitative research , psychology , social psychology , social science , pedagogy , statistics , mathematics , artificial intelligence , sociology , world wide web , computer science , political science , law , economics , economic growth
Background Patients have always fulfilled their information needs from a variety of different sources over time. Clinician–patient consultations are one part of that process. Some patients have increasing opportunities to obtain information through new sources such as the internet, touch‐screens, and patient‐held records. Others remain poorly informed. Objectives To identify learning outcomes for clinicians in meeting patient information needs and working with well‐informed patients. Design Four‐stage multicentre multidisciplinary qualitative study. Setting and subjects (1) Semistructured interviews with 20 clinicians in Glasgow; (2) semistructured interviews with 52 clinicians in Nottingham and London; (3) testing of consensus by postal questionnaire and Delphi method amongst 37 clinicians in medicine, nursing and the professions allied to medicine, and (4) conference to discuss results. Results 46 learning outcomes were identified in the eight areas of: placing a higher priority on patient information and education; understanding the patient’s information needs and environment; understanding the emotional aspects of learning; developing patient understanding; helping patients to understand about health care and health care information; learning from the patient; knowing about information sources and their use, and issues of multidisciplinary working. Conclusions The suggested learning outcomes provide the basis for wider discussion, for possible inclusion in curricula both at undergraduate and continuing education levels, and as the basis for the development of new educational materials.