#10GG Posters - Patient as Educators/Patient Safety 10GG01 (617) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Hall/Foyer F, Level 0 Patients as educators: Endocrine senior residents (SRs) in the management of Type 1 Diabetes Mellitus (T1DM) AUTHOR(S): Cherng Jye Seow, Tan Tock Seng Hospital, Singapore (Presenter) ABSTRACT Background: Management of T1DM is extremely complex but emphasis in the local Endocrine training curriculum is lacking. There is concern SRs may be ill equipped to manage patients confidently. Summary of Work: A survey was sent to 19 SRs assessing their experience and confidence in managing T1DM, their confidence level in interpreting technological tools used in T1DM management and their views on the role of a structured T1DM education module in the local curriculum. The SRs were subsequently rostered to attend T1DM patients’ education workshops as a pilot trial and their knowledge and confidence level reassessed. Summary of Results: More than 80% of SRs have only managed <10 T1DM patients. 64.7% of trainees were very or somewhat unconfident in managing T1DM, and this increased to 88.2% and 82.4% in relation to T1DM patients who exercise and who were pregnant respectively. Most trainees had minimal experience managing patients on continuous glucose monitoring or insulin pumps, and were unfamiliar with interpreting an ambulatory glucose profile. Many felt that the management of T1DM was not adequately taught in the local curriculum and that a structured T1DM education program would be beneficial. SRs were then rotated to attend T1DM patients’ education workshops which were held regularly in our hospital. There are a total of 4 workshops, focusing on different aspects such as learning how to carbohydrate count, troubleshooting problems, exercising safely and coping with burnout. The patients and caregivers shared their challenges and the SRs acted as facilitators and tried to troubleshoot problems with the diabetes consultant as moderators. Feedback from the SRs were positive, that the knowledge garnered were very practical and they enjoyed this modality of learning much more than didactic teaching. Confidence level also increased. Discussion and Conclusions: Results from our pilot study revealed that patients as educators work in the management of an extremely complex condition such as T1DM. Take-home Messages: Greater emphasis should be placed on T1DM management in the local Endocrine curriculum and patients as educators is an effective way in improving knowledge in this field. #10GG Posters - Patient as Educators/Patient Safety 10GG02 (1084) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Hall/Foyer F, Level 0 Patient Inputs Beneficial in Evaluating a Resident’s Communication Skill During the Residency Training AUTHOR(S): Jiratha Budkaew, Khon Kaen Medical Education Center, Khon Kaen Hospital, Thailand (Presenter) ABSTRACT Background: The patient’s experience reflects physician interpersonal and communication skills. Our objective was to evaluate the Family Medicine (FM) residents by using a patient assessment tool for communication skills during a home visit. Summary of Work: We conducted a field test in the primary care settings affiliated with Khon Kaen Hospital. The evaluation was made using the 11-item self-administered tool (Cronbach’s alpha = 0.87) to identify communication skills of FM residents during the home visit. The skills were rated by community nurses, pharmacists, patients and themselves. Resident reflections on patients’ feedback were collected and analyzed. Summary of Results: Fourteen residents, 28 patients, 4 community nurses, and 2 pharmacists participated in the field test. The average satisfaction scores by patients, colleagues, and self-assessment were 72.3%, 70.2%, and 72.3%, respectively. Treating patients with respect (71.2%), a cordial greeting (70.5%), and encouraging questions (69.8%) were a top three item rated by patients, colleagues, and self-assessment. Involving patient in decision making was the lowest rated item by patients, whereas expressing empathy was the lowest rated by colleagues and self-assessment. The overall percentage of items scored as satisfaction was significantly varied based on the training year (P=0.035, test for trend). Residents mostly reflected that patient assessment was beneficial for their learning and practicing communication skills and patients’ feedback enhanced their confidence in these skills. Discussion and Conclusions: The patient could help to assess residents’ communication skills concurring with healthcare providers and resident’s self-assessment. Take-home Messages: The patient could be a good asset for evaluating communication skills and facilitating residency training. #10GG Posters - Patient as Educators/Patient Safety 10GG03 (78) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Hall/Foyer F, Level 0 “My patients are not educational menus”: The effect of using student reflective narratives to observe dignity and respect for patients’ rights in clinical education AUTHOR(S): Hoda Ahmari Tehran, Qom University of Medical Sciences, Iran (Presenter) Ahmad Kachoie, Qom University of Medical Sciences, Iran Mahdi Ghassabi Chorsi, Iran University of Medical Sciences, Iran Saeed Madani, Qom University of Medical Sciences, Iran ABSTRACT Background: Research show that stress in medical students leads to burnout and loss of respect for patients’ rights. These declines in mood and malpractice worsen in the internship period. On the other hand, literature reviews have addressed the importance of reflective practice in the education. This study investigates the effect of using student reflective narratives to observe dignity and respect for patients’ rights in clinical education Summary of Work: A mixed method research based on reflective learning theories( Gibbs reflective model)was conducted during 12 months using 48 intern students.In a quasi-experimental study, these students were randomly categorized as either intervention or control. Only in intervention groups, Students were allowed to talk to the patients and ask them if they have properly respected the patients’ right and dignity. Then, students were to reflect on their performances. In the first week, a pretest was conducted in both groups. Intervention group received reflective education and reflection writing in the second and the third week. And in the last week a post-test was conducted among both groups. To explore students perception of effectiveness of reflecting on their performance, a qualitative content analysis was conducted which included 12 semi-structured interviews and 144 reflection notes. Summary of Results: Mean scores of students’ performance of respect for patient in experimental group was improved significantly in post-test (12.32±1.21) compared to pretest (9.85±1.39) (p<0/05). Independent t- test implied that the difference of post test scores in two groups was significant (P=0.01). Of Interviews, four main themes emerged: improving empathy and understanding the feelings of patients, paying attention to the patients’ humanistic dimensions, respecting the autonomy and rights of the patients, and promoting interpersonal communication skills. Discussion and Conclusions: This study showed the emotional effects of reflective narrative writing interventions on medical students for observing dignity and respect for patients rights. It is recommended to use students’ Reflective Narratives in this area. Take-home Messages: Using real patients in various settings is an invaluable part of learning the art of medicine, as it enables students to apply learning to the real world. However, We must not forget that patients are human beings with feeling and their rights and dignity should be respected. #10GG Posters - Patient as Educators/Patient Safety 10GG04 (708) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Hall/Foyer F, Level 0 Students’ Learning Outcomes of Patient-Centered Home Care facilitated by Village Health Volunteer as Educator AUTHOR(S): Chanat Kanchit, Medical Education Center, Ratchaburi Hospital, Thailand (Presenter) Sudarat Wijitsetthakul, Medical Education Center, Ratchaburi Hospital, Thailand Sirote Srimahadthai, Medical Education Center, Ratchaburi Hospital, Thailand Anon Sathapornsathid, Medical Education Center, Ratchaburi Hospital, Thailand ABSTRACT Background: Patient-Centered Home Care (PCHC) is a comprehensive care approached by multidisciplinary team including family physician, nurse practitioner, physical therapist and village health volunteer (VHV). The VHVs are also the patients obtain high health literacy, so they can facilitate medical students for PCHC as educators. This study aims to evaluate the student’s learning outcomes of PCHC facilitated by VHV. Summary of Work: This study was conducted for the total of 32 fourth-year medical students in November and December 2018 at Family Medicine department, Medical Education Center, Ratchaburi Hospital, Thailand. Four students per group approached PCHC facilitated by VHV as educator for once a week by two months. All VHV were patients with non-communicable diseases treated by Family physicians in Ratchaburi Hospital and were trained to care the patients in community with PCHC program. Student’s learning outcomes regarding three domains of knowledge, attitude and skill toward PCHC