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Introduction: Few studies have examined the effect of clinical teaching on patient satisfaction in rural and community-based settings. We sought to examine whether patient satisfaction differed when patients were seen by a physician alone or by a physician and medical student in these settings. Methods: We conducted a cross-sectional study in rural and community-based settings in southern Ontario (3 obstetrician-gynecologist offices and 4 family medicine clinics). Patients seen by a physician with or without a medical student present completed satisfaction and attitudes questionnaires about their experience. Results: Patient satisfaction was high across both groups and did not differ when segregated by patient age, sex or employment status. Satisfaction scores were similar for patients seen by a physician with or without a student present. Satisfaction scores did not differ based on practice location. Patients' reasons for agreeing to be seen by a medical student included helping to teach students about medical concerns and helping to train future doctors. Conclusion: Patients in rural and community-based outpatient settings were satisfied with their care when a medical student was involved. Introduction : Peu d'etudes ont analyse l'effet de l'enseignement clinique sur la satisfaction des patients en milieux rural et communautaire. Nous avons cherche a determiner si la satisfaction des patients differait lorsqu'ils etaient accueillis par un medecin seul ou par un medecin et un etudiant en medecine dans ces contextes. Methodes : Nous avons realise une etude transversale en milieux rural et communautaire du sud de l'Ontario (3 bureaux d'obstetriciens-gynecologues et 4 cliniques de medecine familiale). Les patients recus par un medecin accompagne ou non d'un etudiant en medecine ont rempli des questionnaires sur la satisfaction et les attitudes au sujet de leur experience. Resultats : La satisfaction des patients etait elevee dans les deux groupes et ne differait pas lorsqu'elle etait distinguee selon l'age et le sexe du patient ou le statut d'emploi. Les scores de satisfaction etaient semblables pour les patients recus par un medecin accompagne ou non d'un etudiant. Les scores de satisfaction n'ont pas differe en fonction du lieu de pratique. Les raisons pour lesquelles les patients ont accepte d'etre vus par un etudiant en medecine comprenaient le fait d'aider a donner aux etudiants de la formation au sujet de problemes medicaux et d'aider a former de futurs medecins. Conclusion : Les patients recus en clinique externe dans les milieux rural et communautaire etaient satisfaits des soins recus lorsqu'un etudiant en medecine etait present., INTRODUCTION The provision of medical education is increasingly being distributed away from large urban centres toward rural and community-based settings. (1) However, there are limited data on the effect of [...]

Patient-reported experience measures (PREMs) capture the patient’s view about his or her experience while receiving care across the continuum of care. Your Voice Matters (YVM), a real-time electronic PREM tool, was developed to measure the patient experience in the outpatient cancer setting and to drive quality improvements in the cancer system. This study describes the development and validation of YVM, a real-time electronic PREM tool in cancer services. Cognitive interviewing was conducted with patient and family advisors for both the French (n = 3) and English (n = 5) versions of the YVM tool. YVM was administered through five Regional Cancer Centers (RCCs) between April and August 2015. Shapley value regression used overall experience-dependent variables to determine core items and items eligible for removal from YVM. Exploratory factor analysis was used to determine the underlying factor structure. Internal consistency reliabilities were calculated using Cronbach’s alpha. A total of 557 YVM tools were completed by cancer patients in the treatment phase. Shapley value regression identified five lower scoring items for removal. Exploratory factor analysis showed that a 27-item, five-factor structure reflected the underlying patient experience dimensions in the cancer treatment visit. Cronbach’s alpha of 0.827 for all items suggested good internal consistency. YVM is a validated tool for measuring the experience of cancer patients during the treatment phase through the visit trajectory in real time. YVM will help drive improvements based on patients’ preferences and needs, and will provide robust patient experience data for cancer care delivery. [ABSTRACT FROM AUTHOR]

The Curriculum of Caring for People with Developmental Disabilities provides experiential learning to improve the capacity of healthcare professionals to deliver person/family-centred care to people who live with intellectual and/or developmental disabilities (ID/DD). The purpose of this project was to explore the impact of the curriculum on medical students' self-reported comfort, confidence, and competence in providing healthcare to the ID/DD population. The rationale for this study was to better understand how experiential learning (bringing people with lived experience into the medical school experience of trainees) might prepare future physicians to improve health care experiences for an underserved population. A three-phase experiential learning model: (1) early exposure, (2) clinical skills training, and (3) application in clinic settings, was introduced to undergraduate medical students (n = 28). (Phase 1 included 52 nursing students in an interdisciplinary half day program.) A pre-post survey was used to explore changes in self-reported comfort, confidence and competence on a five-point scale. A repeated measures ANOVA and subsequent post-hoc independent t-tests were used to analyze the data. Narrative comments complemented results at each phase. Participants' self-reported comfort, confidence, and competence increased significantly following Phase 1 (p < .001) and Phase 2 (p < .001). Post Phase 3 responses, were not significant. Student narrative comments were analyzed inductively using open-coding and overarching themes were coupled with participant quotes to accompany the analysis in each phase. This study adds to the literature on ID/DD curricula in healthcare education. The Curriculum of Caring influenced students' perceived capacity to provide healthcare to the ID/DD population. [ABSTRACT FROM AUTHOR]