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Medical students as nutritional mentors for underserved patients

changed how they approached the OSCEs, and that this habit was accompanied by a shift toward a positive emotional state. Implementing and repeating the prepare-engage-plan framework may have given students a greater sense of control over their own futures – and greater ability to imagine the future and enjoy it. The parallels between student-centered learning and patient-centered care are now more evident to both students and to faculty members. Students in a state of readiness to learn are similar to engaged or ‘activated’ patients: they demonstrate more rapport, they experience shared decision making and they report greater satisfaction. A key to the success of this effort was transparency in all three phases. In the preparation phase, expectations for performance were set, the outline of tasks was given, and a reasonable amount of engaging material was assigned. Students were shown the components of assessment rubrics. Both oral and written feedback was structured within the framework, and self-assessments were guided by questionnaires. By making feedback loops explicit to students in pre-clerkship OSCEs, we saw opportunities to apply the concept in other learning experiences. Students’ familiarity with the 3-phase model can become a self-reinforcing habit that can be foundational to enjoying life-long learning.