Presentation Description
Wen-Hsuan Hou1,2
Jeng-Cheng Wu3, Faith Liao4,5 and Chien-Yeh Lu6
1 Department of Physical Medicine and Rehabilitation, Taipei Medical University Hospital 2 College of Medicine, National Cheng Kung University
3 Taipei Medical University Hospital
4 Department of Education, Taipei Medical University Hospital
5 Graduate Institute of Humanities in Medicine, Taipei Medical University
6 College of Medicine, National Cheng Kung University, Tainan, Taiwan
Jeng-Cheng Wu3, Faith Liao4,5 and Chien-Yeh Lu6
1 Department of Physical Medicine and Rehabilitation, Taipei Medical University Hospital 2 College of Medicine, National Cheng Kung University
3 Taipei Medical University Hospital
4 Department of Education, Taipei Medical University Hospital
5 Graduate Institute of Humanities in Medicine, Taipei Medical University
6 College of Medicine, National Cheng Kung University, Tainan, Taiwan
Background:
Shared Decision Making (SDM) is a critical clinical competency for physicians to provide patient-centered care, but the integration of SDM in clinical practice has been slow. This study aimed to assess the factors influencing SDM skills among undergraduate medical students (UGYs) on the basis the framework of Social Cognitive Theory (SCT).
Shared Decision Making (SDM) is a critical clinical competency for physicians to provide patient-centered care, but the integration of SDM in clinical practice has been slow. This study aimed to assess the factors influencing SDM skills among undergraduate medical students (UGYs) on the basis the framework of Social Cognitive Theory (SCT).
Summary of Work:
We conducted a pretest-posttest study in a regional teaching hospital. The curriculum design was based on Kolb’s experience learning cycle, contained blended teaching of self-learning materials including online video and printed information, hands-on simulation with standard patients (SP), and debriefing with formative Objective Structured Clinical Examination (OSCE). SCT related factors of SDM skills (behavior), self-efficacy (personal factor), facilitators and barriers (environmental factor) regarding to SDM was collected.
We conducted a pretest-posttest study in a regional teaching hospital. The curriculum design was based on Kolb’s experience learning cycle, contained blended teaching of self-learning materials including online video and printed information, hands-on simulation with standard patients (SP), and debriefing with formative Objective Structured Clinical Examination (OSCE). SCT related factors of SDM skills (behavior), self-efficacy (personal factor), facilitators and barriers (environmental factor) regarding to SDM was collected.
Results:
A total of 88 UGY have completed this blended SDM training program. The behavior in SDM skills observed by the clinical teachers (OPTION5) were significantly improved (t=20.411, p<.05). UGY’s personal factor of SDM self-efficacy significantly correlated to the SDM skills behavior. For environmental factor, barrier but not facilitator of SDM were significantly associated with the SDM skills. In the multiple regression, UGYs of the 6th grade had better SDM skills than the 5th (β=1.37, p<.05); and they had more perceived more barriers had worse SDM skills (β=-.56, p<.05). The most common barriers were lack of time to practice (86.4%), lack of practical experience or examples (68.2%), and lack of knowledge in practice (68.2%).
A total of 88 UGY have completed this blended SDM training program. The behavior in SDM skills observed by the clinical teachers (OPTION5) were significantly improved (t=20.411, p<.05). UGY’s personal factor of SDM self-efficacy significantly correlated to the SDM skills behavior. For environmental factor, barrier but not facilitator of SDM were significantly associated with the SDM skills. In the multiple regression, UGYs of the 6th grade had better SDM skills than the 5th (β=1.37, p<.05); and they had more perceived more barriers had worse SDM skills (β=-.56, p<.05). The most common barriers were lack of time to practice (86.4%), lack of practical experience or examples (68.2%), and lack of knowledge in practice (68.2%).
Discussions:
To the best of our knowledge, this is the first study well examined and explained the effectiveness SDM teaching among UGYs based on the factors of SCT.
To the best of our knowledge, this is the first study well examined and explained the effectiveness SDM teaching among UGYs based on the factors of SCT.
Conclusion:
Both personal and environmental factors were associated with the behavior of SDM.
Both personal and environmental factors were associated with the behavior of SDM.
Take-home messages/implications for further research or practice:
SCT is a practical theoretical framework in exploring the effectives of SDM blended teaching among UGYs.
SCT is a practical theoretical framework in exploring the effectives of SDM blended teaching among UGYs.
References (maximum three)
- Elwyn G, Tsulukidze M, Edwards A, Légaré F, Newcombe R. Using a 'talk' model of shared decision making to propose an observation-based measure: Observer OPTION 5 Item. Patient Educ Couns. 2013 Nov;93(2):265-71.
- Hsiao CY, Wu JC, Lin PC, Yang PY, Faith Liao, Guo SL, Hou WH*. Effectiveness of interprofessional shared decision-making training: A mixed-method study. Patient Education and Counseling, 2022 Nov ; 15(11) :3287-3297.
- Wu JC, Tang KP, Elsa Hsu YH, Yang YT, Chu JS, Lin YK, Hou WH*. Medical Undergraduates’ Self-Evaluation: Before and After Curriculum Reform. BMC Medical Education, 2022, 22(1): 296