The Patient Experience Debrief Interview: How Conversations With Hospitalized Families Influence Medical Student Learning and Reflection
Abstract
Purpose: To determine the effect of patient debrief interviews on pediatric clerkship student depth of reflection and learning. Method: The authors conducted a multi-institutional, mixed-methods, cluster randomized trial among pediatric clerkship students from May 2016 to February 2017. Intervention students completed a debrief interview with a patient–caregiver, followed by a written reflection on the experience. Control students completed a written reflection on a memorable patient encounter. Three blinded authors scored written reflections according to the 4-level REFLECT rubric to determine depth of reflection. Interrater reliability was examined using kappa. REFLECT scores were analyzed using a chi-square test; essays were analyzed using content analysis. Results: Eighty percent of eligible students participated. One hundred eighty-nine essays (89 control, 100 intervention) were scored. Thirty-seven percent of the control group attained reflection and critical reflection, the 2 highest levels of reflection, compared with 71% of the intervention group; 2% of the control group attained critical reflection, the highest level, compared with 31% of the intervention group (χ 2 (3, N = 189) = 33.9, P < .001). Seven themes were seen across both groups, 3 focused on physician practice and 4 focused on patients. Patient-centered themes were more common in the intervention group, whereas physician-focused themes were more common in the control group. Conclusions: Patient debrief interviews offer a unique approach to deepen self-reflection through direct dialogue and exploration of patient–caregiver experiences during hospitalization.
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Real-world interactions build empathy and deepen student understanding of research subjects.
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- Authors
- Chua, I. S., Bogetz, A. L., Bhansali, P., Long, M., Holbreich, R., Kind, T., Ottolini, M., Park, Y. S., Lineberry, M., & Hirshfield, L. E.
- Affiliations
- Children's National (US)
- University of Kansas Medical Center (US)
- Corresponding author
- Chua, Ian S.
- ORCID
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 2019-11
- Volume
- 94
- Issue
- 11S
- Pages
- S86-S94
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W2965852607
- Cited by
- 10
- References
- 30
- Citations by year
- 2025: 3 · 2024: 1 · 2022: 1 · 2021: 1 · 2020: 2 · 2019: 2
- FWCI
- 1.38
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Academic Medicine (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Reflective Practices in Education
- Health Sciences › Medicine › Psychiatry and Mental health › Empathy and Medical Education
- Keywords
- medical student learning, pediatric clerkship, caregiver-patient communication, reflective practice, patient-centered care
- MeSH terms
- Formative Feedback, Adult, Clinical Clerkship, District of Columbia, Education, Medical, Undergraduate, Family, Female, Hospitalization, Humans, Interviews as Topic, Male, Patients, Pediatrics, Students, Medical, Reproducibility of Results, Caregivers, Young Adult
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