<> "The repository administrator has not yet configured an RDF license."^^ . <> . . "How can trust be built, enabled, and used as a teaching paradigm in the context of medical education?"^^ . "In the context of medical education, trust, as a basic human phenomenon, is highly relevant \r\nbecause healthcare trainees need to learn how to establish trusting relationships with their \r\nfuture patients, and how to effectively contribute to patient care; therefore, trusting \r\nrelationships also need to be established with their supervisors and educators. Furthermore, \r\nthe newest paradigms in medical education use the concept of trust to increase the quality of \r\nteaching, reduce the complexity of teaching in the clinical field instead of the classroom, and \r\nto display the supervisor-trainee relationships. The aims of this thesis are therefore to describe \r\nin what ways trust can be used as a teaching paradigm in medical education (Aim I), to \r\nsummarize how trainee-supervisor trust and patient-physician trust can be built (Aim II), and \r\nto present what needs to be taught and how to enable future healthcare professionals to build \r\ntrusting relationships with their patients (Aim III). Finally, Aim IV involves the integration of the \r\nobtained information from all the aims into one model. To explore how trust can be built, \r\nenabled, and used as a teaching paradigm in the context of medical education, several studies \r\nwere conducted: Papers I (Lerch, Pinilla, et al., 2023) and II (Pinilla et al., 2023) contain an \r\nexploration of how trust can be used as a teaching paradigm (Aim I). Teaching includes the \r\nlearning objectives, methods, and assessments. In paper I (Lerch, Pinilla, et al., 2023), learning \r\nobjectives and the concept of entrustment were explored. For paper II (Pinilla et al., 2023), \r\ncommon rating scales and entrustment scales – meaning asking assessors how much they \r\nwould trust a particular examinee with clinical work in their hospitals – were compared. The \r\nentrustment scales reduced complexity and were preferred by assessors despite the perceived \r\nsubjectivity of the assessment. This subjectivity was not confirmed, however, by the \r\nconsidered psychometric properties. How trust can be built was investigated for both trainee\r\nsupervisor (Paper III by Lerch, Huwendiek, et al. (2023)), and patient-physician trust (Paper IV \r\nby Lerch, Hänggi, et al. (2023)). For trainee-supervisor trust, two frameworks on how it can be \r\nbuilt already exist, revealing the thus far under-researched importance of context as a \r\ncontributor to trust. These contextual factors were further explored in semi-structured \r\ninterviews (Paper III by Lerch, Huwendiek, et al., 2023)), revealing the organizational \r\nstructures and clinical service needs that contribute to supervising physicians trusting their \r\ntrainees with clinical tasks. In paper IV (Lerch, Hänggi, et al., 2023) evidence-based precursors \r\nof patient-physician trust were integrated into a model through a critical review confirming as \r\ncontributors, as indicated in basic trust research, the benevolence, integrity, and competence \r\nof the trustee. Moreover, other psychological factors, the social environment, and health \r\neducation of the trustor were also revealed as relevant contributors to patient-physician trust, \r\nas well as the context and relationship. To investigate what needs to be taught and how to \r\nenable healthcare trainees to build trust with their future patients, an expert consensus study \r\n4 \r\n(Paper V by Lerch, Bussmann, et al. (2023)) was conducted, and the systematically \r\nsynthesized teaching ingredients and methods needed to enable trust were thereby obtained. \r\nMost importantly, longitudinal safe relationships with supervisors as role models, feedback, \r\nand supporting students to be change agents can be applied. In paper VI (Felber et al., 2023), \r\na brief educational intervention for medical students to enhance compassion – a precursor of \r\ntrust – is described. The basic principles of this intervention can be expected to inform future \r\ninterventions for medical trainees that enable them to build trust with their future patients. In \r\naddition, the information on how trust can be built, enabled, and used as a teaching paradigm \r\nin medical education was integrated into a socioeconomic model, based on the finding that \r\nnext to interpersonal factors, contextual factors need to be considered to build trust. The \r\ncommon findings of the first three aims are the importance of feedback, longitudinal \r\nrelationships and sufficient supervision of trainees, and psychological safety to build and \r\nenable trust and to use it as a teaching paradigm in medical education. \r\nIn summary, the fundamental role of trust in medical education has been explored. Trust \r\nmatters in current teaching paradigms in medical education, in trainee-supervisor relationships \r\nfacilitating learning, and in patient-physician relationships. Therefore, trainees need to learn to \r\nbuild trust with future patients. The key findings include the importance of context in \r\ninterpersonal trust, feedback, long-term relationships, sufficient supervision, and psychological \r\nsafety when talking about trust in the context of medical education. The results of this thesis \r\ncontribute valuable insights into the role of trust in shaping the education and practice of future \r\nphysicians, their current educators and policy makers."^^ . "2024" . . . . . . . "Seraina Petra"^^ . "Lerch"^^ . "Seraina Petra Lerch"^^ . . . . . . "How can trust be built, enabled, and used as a teaching paradigm in the context of medical education? (PDF)"^^ . . . "Dissertation Seraina Lerch PDFA.pdf"^^ . . . "How can trust be built, enabled, and used as a teaching paradigm in the context of medical education? (Other)"^^ . . . . . . "lightbox.jpg"^^ . . . "How can trust be built, enabled, and used as a teaching paradigm in the context of medical education? (Other)"^^ . . . . . . "preview.jpg"^^ . . . "How can trust be built, enabled, and used as a teaching paradigm in the context of medical education? (Other)"^^ . . . . . . "medium.jpg"^^ . . . "How can trust be built, enabled, and used as a teaching paradigm in the context of medical education? (Other)"^^ . . . . . . "small.jpg"^^ . . . "How can trust be built, enabled, and used as a teaching paradigm in the context of medical education? (Other)"^^ . . . . . . "indexcodes.txt"^^ . . "HTML Summary of #35477 \n\nHow can trust be built, enabled, and used as a teaching paradigm in the context of medical education?\n\n" . "text/html" . .