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    Challenges and lessons learned caring for diverse, vulnerable populations in the ER

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    The clock is always ticking in the emergency room.

    Patients rush in with serious or potentially life-threatening conditions. Quickly, doctors and staff must make decisions to keep people alive.

    However, at that moment, information about the patient is limited and the relationship with the patient causes little surface damage. Dr. Adrian Huggins, MD, an assistant professor of emergency medicine at Michigan Medicine, said the setting could allow doctors to dismiss or speculate on patients with different backgrounds.

    “You have so many things that pull you in different directions as an emergency physician, which can lead to misunderstandings that affect the care you provide,” Huggins said. “Despite the requirements of all disciplines to teach culturally competent care, the nature of emergency care and the limited guidance of the organization make it more difficult to provide that education.”

    Huggins and a team of researchers interviewed 24 emergency medical workers from three different academic medical centers. They sought to understand how residents handle the care of diverse patients and poorly serviced communities, as well as the challenges they faced and the lessons learned. All interviewees have experience in training in academic medical centers, suburban hospitals, and resource-poor public hospitals.

    Through conversation, most residents emphasized the importance of their experience, Learn to provide quality care to a diverse populationAccording to the results published in AEM training and education Special Feature: Dismantling Racism with Next Generation Learners: Advocacy, Health Inequalities, Social Justice Guidance..

    “After working at [these] Site, I feel I can connect better culturally and linguistically [the] “Patient”.

    That skill was often shaped by modeling older people and teachers.With a wider variety of role models and teachers, many interviewees said they gained a deeper perspective and were strengthened. Communication skills..

    “We have people with different sexual orientations and ethnicities. [and religions] … It increases your chances of providing good care because you have a better understanding, ”said the resident. [in the residency program], You may have missed the effectiveness of your care. “

    Still, many residents did not feel that the program was making sufficient efforts to incorporate effective cultural competence education into the curriculum. These discussions often occur in medical schools, but as you become residents and spend time autonomously caring for patients, they gradually diminish, Huggins said.

    “If we want our residents to be quality doctors and act at a level where they feel ready to care for a diverse group of people, we give it to the teachings we provide to them. We have to keep incorporating it, “she said. “I don’t know if the organization is ready to properly conduct these discussions through programming and faculty composition.”

    In the conversation, the research team told the residents about their Personal identity How can it affect the care they provide, unlike patients?

    One resident is with a wealthy white patient who is a person who closely matches their identity compared to spending a few minutes with a non-rich black patient who is showing similar conditions to a wealthy white patient. He said he would spend 15 minutes in the room. Another pointed out their frustration when working with patients who needed translators. Worrying about communication difficulties may have resulted in less accurate care.

    Some residents said their enthusiasm for working in a poorly serviced environment diminished over time. They felt defeated — as they couldn’t make the difference they imagined.

    “It was repetitive that the shift was so frustrating that it became like’nobody helped’,” said one. Resident Said. “It has become very frustrating for me [it being] It is difficult to teach, educate, and follow up. I felt the system was broken. “

    Huggins and her team saw this diminished interest as a warning sign.

    “We continue to ignore this issue, and the goal of quality care for the diverse population is that residents do not have more specific discussions about the intersection of race, economy, social infrastructure and institutional racism. This could have a lasting impact on anyone if we simply expect to achieve these people and are ready to work together in resource-poor areas. “

    Participants told researchers that they would benefit from a more careful discussion of cultural abilities, not necessarily more lectures. Researchers have found this an opportunity to innovate programs and think of dynamic ways to engage with the communities they serve.

    “Community-based partnerships lead to more lasting and fruitful results for patients,” says Huggins. “In the future, emergency care educators will need to gain insights from residents as a way to improve their training. Failure to be more careful can lead to patient care errors. Emergency care If that really happens, “anytime, anywhere, anyone needs to fill this gap. ”


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    For more information:
    Adrianne Haggins et al, Untold stories: Experience of an emergency medicine trainee caring for a diverse patient population, AEM education and training (2021). DOI: 10.1002 / aet2.10678

    Quote: Resident’s Story: The challenges and lessons learned from caring for diverse and vulnerable groups in the ER (2021, October 18) are https: //medicalxpress.com/news/2021-10-resident- Obtained from stories-lessons-diverse- on October 18, 2021. Vulnerability.html

    This document is subject to copyright. No part may be reproduced without written permission, except for fair transactions for personal investigation or research purposes. The content is provided for informational purposes only.

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    The post Challenges and lessons learned caring for diverse, vulnerable populations in the ER appeared first on California News Times.

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