Crossing the Patient-Centered Divide: Transforming Health Care Quality Through Enhanced Faculty Development
Crossing the Patient-Centered Divide: Transforming Health Care Quality Through Enhanced Faculty Development
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DOI：
10.1097/acm.0b013e31820e7e6e
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发表时间：
2011-04-01
影响因子：
7.4
通讯作者：
Inui, Thomas S.
中科院分区：
文献类型：
--
作者：
Frankel, Richard M.;Eddins-Folensbee, Florence;Inui, Thomas S.
在《跨越质量鸿沟》的报告中，医学研究所声称，以病人为中心的护理是六个质量领域之一。在这篇文章中，作者认为，如何以病人和关系为中心的组成部分的质量可以实现在医疗保健的各个方面。他们建议教师在三个关键领域的发展正念练习，形成和沟通技巧的培训是必要的，以实现病人和关系为中心。作者首先回顾了以病人为中心和以关系为中心的护理的哲学和科学基础。他们接下来描述并提供具体的例子来说明与三个教师发展领域中的每一个相关的基本理论和实践。然后，他们提出了以病人和关系为中心的护理教师发展的五个关键领域：（1）使其成为所有医疗保健互动的核心能力，（2）制定国家课程框架，（3）要求专业发展的绩效指标，（4）与国家医疗保健组织合作传播课程框架，及（5）保留面授教育方法，以教授课程的主要内容。最后，作者认为，在教师的发展今天面临的问题，在医学教育问题亚伯拉罕Flexner确定超过世纪前。
In the report "Crossing the Quality Chasm," the Institute of Medicine asserted that patient-centered care is one of the six domains of quality. In this article, the authors consider how the patient-and relationship-centered components of quality can be achieved in all aspects of medical care. They suggest that faculty development in three key areas-mindful practice, formation, and training in communication skills-is necessary to achieve patient-and relationship-centeredness. The authors first review the philosophical and scientific foundations of patient-centered and relationship-centered care. They next describe and provide concrete examples to illustrate the underlying theory and practices associated with each of the three faculty development areas. They then propose five key areas for faculty development in patient-and relationship-centered care: (1) making it a central competency in all health care interactions, (2) developing a national curriculum framework, (3) requiring performance metrics for professional development, (4) partnering with national health care organizations to disseminate the curriculum framework, and (5) preserving face-to-face educational methods for delivering key elements of the curriculum. Finally, the authors consider the issues faced in faculty development today in light of the medical education issues Abraham Flexner identified more than a century ago.