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3 thoughts on “Section 2: Framing the Solution”
Important for medical providers and medical educators to have a learning humility approach – we don’t know everything. We can and should try different approaches to medical education, involving our patients and families as teachers, guides and partners.
As an FAC member, I had the privilege of speaking at a couple of Schwartz rounds to share parent perspective. It was a powerful experience to connect heart to heart. It is no longer just a case, it is a real life connection. Engaging parent stories in a very real way reminds medical teams why they got into this field in the first place. But also on the flip-side, it is powerful to hear what it is like to be in the shoes of the physician and to have reciprocal compassion. Nurses, doctors and anyone on the care team experiences the victories and often limitations of medical interventions. Finding away to be human while at the same time having healthy emotional boundaries is critical. Patient and Families should be included in medical education curriculum. It grounds the scientific learning to the human heart.
As a parent, when I consider the number of students sent in to our room to ask questions, asses and train I realize that each interaction was a learning opportunity. As a parent, I was often tired and not wanting to give students the extra time, rather I wanted to speak to the one who had authority. However, Students often brought a refreshing energy and personal interest and desire to learn. They often took more time to listen. Parents of sick kids need to be heard. Being more deliberate in the introduction of parents to med students would be mutually beneficial.
Important for medical providers and medical educators to have a learning humility approach – we don’t know everything. We can and should try different approaches to medical education, involving our patients and families as teachers, guides and partners.
As an FAC member, I had the privilege of speaking at a couple of Schwartz rounds to share parent perspective. It was a powerful experience to connect heart to heart. It is no longer just a case, it is a real life connection. Engaging parent stories in a very real way reminds medical teams why they got into this field in the first place. But also on the flip-side, it is powerful to hear what it is like to be in the shoes of the physician and to have reciprocal compassion. Nurses, doctors and anyone on the care team experiences the victories and often limitations of medical interventions. Finding away to be human while at the same time having healthy emotional boundaries is critical. Patient and Families should be included in medical education curriculum. It grounds the scientific learning to the human heart.
As a parent, when I consider the number of students sent in to our room to ask questions, asses and train I realize that each interaction was a learning opportunity. As a parent, I was often tired and not wanting to give students the extra time, rather I wanted to speak to the one who had authority. However, Students often brought a refreshing energy and personal interest and desire to learn. They often took more time to listen. Parents of sick kids need to be heard. Being more deliberate in the introduction of parents to med students would be mutually beneficial.