Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Sign In to gain access to subscriptions and/or personal tools.
Chronic Illness
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
1742395309343812v1
5/3/209    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by McKinlay, E.
Right arrow Articles by Gray, B.
PubMed
Right arrow PubMed Citation
Right arrow Articles by McKinlay, E.
Right arrow Articles by Gray, B.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Teaching and learning about chronic conditions management for undergraduate medical students: utilizing the patient-as-teacher approach

E. McKinlay

School of Medicine and Health Sciences, University of Otago Wellington, Box 7343, Wellington South, New Zealand, eileen.mckinlay{at}otago.ac.nz

L. McBain

School of Medicine and Health Sciences, University of Otago Wellington, Box 7343, Wellington South, New Zealand

B. Gray

School of Medicine and Health Sciences, University of Otago Wellington, Box 7343, Wellington South, New Zealand

Objectives: This study was undertaken to evaluate the impact on medical student learning of a revised chronic conditions teaching programme based on the chronic care model utilizing patients-as-teachers.

Methods: A qualitative questionnaire was completed by students at the start of a primary healthcare rotation to determine existing impressions/understandings about chronic conditions. Following the revised teaching programme, a reflective essay about a home-visit to a person with chronic conditions was completed by students at the end of the rotation.

Results: Analysis of the questionnaire at the start of the rotation showed students have some knowledge of the differences between acute and chronic care, have rather negative impressions of what it means to have chronic conditions and know little of overall patient management including the work of an interdisciplinary team. Analysis of the reflective essays completed by students at the end of the rotation showed an increased understanding of chronic conditions, what it means to have a chronic condition and who supports management.

Discussion: A structured chronic conditions teaching programme including patient-as-teacher is an effective way of building knowledge and changing students’ impressions of what it means to have a chronic condition.

Key Words: Attitudes • Chronic conditions management • Education • Patient as teacher • Undergraduate medical students

This version was published on September 1, 2009

Chronic Illness, Vol. 5, No. 3, 209-218 (2009)
DOI: 10.1177/1742395309343812
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?