| Comprehensive care | Use comprehensive care to illustrate the intellectual flexibility and broad knowledge base required to care for patients and families Discuss the personal rewards and stimulation of providing comprehensive care
|
| Complexity | Help students split problems into manageable chunks Review patient profiles to cluster illnesses affecting similar systems or with shared underlying pathology Act as a role model by demonstrating shared decision making when managing complex patients; for example, by discussing agenda setting Openly discuss management of clinical uncertainty with students Weigh the pros and cons of management options for comorbid conditions
|
| Context | Discuss how a patient’s care might vary if the context changed; for example, in relation to access to care, such as in urban or rural settings, or by having different types of financial or support systems
|
| Continuity of care | Ask students to review the file of someone who has been your patient for a long time. Explore stories of long-term relationships with patients and how this continuity can impact a clinical decision or the physician-patient relationship; include a discussion about personal and professional fulfillment Contrast this experience to the students’ experiences during short rotations Show how fragmentation of care, such as poor communication between care providers, negatively impacts patient care
|
| Communication | |
| Collaboration | Discuss the Patient’s Medical Home model of care (https://patientsmedicalhome.ca)5 Share behind-the-scenes efforts that are integral to ensuring patient care; for example, referral processes, administrative staff work flows, telephone calls to various health facilities, and advocacy work between health and social services Have a list of patients who have experienced care from different specialists and encourage students to discuss with these patients how specialists, family physicians, and allied health care members contribute differently but cohesively to patient care
|