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Title: Perspectives of Patients With Mental Illness on How to Better Teach and Evaluate Diversity Education in the National Health Service.
Authors: George, Riya Elizabeth
Smith, Karl
OʼReilly, Michelle
Dogra, Nisha
First Published: 2019
Publisher: Lippincott, Williams & Wilkins for Alliance for Continuing Medical Education, Association for Hospital Medical Education, Council on CME, Society for Academic Continuing Medical Education
Citation: Journal of Continuing Education in the Health Professions, 2019, 39 (2), pp. 92-102
Abstract: INTRODUCTION: Diversity education is a mandatory requirement for all mental-health practitioners and health care professionals in the UK National Health Service. Wide variability exists in the development, delivery, and evaluation of diversity education across health care settings, with limited evidence to suggest the optimal approach for teaching this subject. This study aimed to explore the perspectives of patients with mental illness on how to better teach and evaluate diversity education in the National Health Service. METHODS: A participatory research approach was used with five mental-health patient organizations. Forty-two patients with mental illness took part in three participatory workshops. Data were analyzed through template analysis. RESULTS: The findings indicated that a focus on the nuances and dynamics of clinical relationships would be beneficial. Specifically, the relationship considered most important to examine with respect to diversity education was the "practitioner-self" relationship. DISCUSSION: Reconstructing the relationship-centered care model with the addition of the practitioner-self relationship may be better suited to theoretically informing future developments in diversity education. Further research is needed to understand what educational approaches contribute toward a relationship-centered care outlook and how relationship building behaviors, particularly those relevant to the practitioner-self relationship are best developed in diverse settings.
DOI Link: 10.1097/CEH.0000000000000250
eISSN: 1554-558X
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © the authors, 2019. This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License (, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Appears in Collections:Published Articles, Dept. of Sociology

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