Over 200 students registered for a multinational virtual event facilitated by the Ida Institute. The aim was to determine levels of student understanding and approaches to person-centred care (PCC), alongside the opportunity to evaluate the benefits of this approach to student learning. Interestingly, the authors suggest that despite educational efforts in communication skills, PCC interactions and encounters remain inconsistent in observed training and education settings. Participating institutions guided individual student groups to select person centred-care topics for further discussion that were then presented as conference topics and aided a co-production, student-led ethos. Post-conference, delegates submitted their reflections on PCC concepts, with approximately half of the participants consenting to share their replies and responses to intervention questions. Authors state that a pre-post measure was used to allow time for post-learning reflection and self-assessment to occur. Five assessment items explored student perceptions of the most impactful to the most challenging aspects of PCC, finally requiring respondents to consider aspects of their learning of PCC, as relating and applicable to clinical practice. Thematic analysis identified three main themes to their results: perception, application, and barriers to PCC, further separated into more distinct domains: cultural competency vs. cultural humility, self-awareness and active listening skills. The group also explored service delivery models and evaluated how they present a challenge to adherence to PCC behaviours in clinical practice that they might aspire to. Authors suggest that a co-production model enabled an international learning opportunity and demonstrated advancements in awareness of the importance of PCC.
Person-centred care, enhancing audiology student understanding across the globe
Reviewed by Charlotte Rogers
Enhancing audiology students’ understanding of person-centered care: insights from an multi-national virtual student conference.
CONTRIBUTOR
Charlotte Rogers
BSc Healthcare Science (Audiology), Allied Health Sciences, De Montfort University, Leicester.
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