{"title":"What is HOME? Exploring learning themes in a home-visit educational program for postgraduate residents in Taiwan.","authors":"Yu-Tai Lo, Shih-Ming Li, Chia-Jung Hu, Shih-Han Hsiao, Yi-Ching Yang, Deng-Chi Yang","doi":"10.1007/s41999-025-01283-z","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Physician home visits are essential for delivering care to frail, homebound older adults with limited access to routine healthcare. This study examined the experiential learning themes of a home-visit course within a postgraduate year training program in Taiwan.</p><p><strong>Methods: </strong>A descriptive, exploratory qualitative study was conducted to examine the learning experiences of second-year postgraduate residents who participated in 10 half-days home-visit program as part of their mandatory geriatric medicine training at a university hospital between August 1, 2020, and July 31, 2021. Reflective essays from 47 residents were analyzed using qualitative content analysis to identify key themes.</p><p><strong>Results: </strong>Three major themes emerged: learning process, learning content, and challenges. The learning process comprised four stages: adaptation, observation, awareness, and reflection. Learning content included a deeper understanding of patients as individuals within the community (holistic care), improved skills in coordinating interdisciplinary teams and integrating patient care information (organizational thinking), greater awareness and empathy through relational practices (mindful engagement), and a stronger appreciation for empowering patients and families through education, goal setting, and community support (empowerment)-conceptualized as the HOME model. Residents also identified challenges in negotiating family dynamics, navigating structural constraints, and reconciling gaps between policy ideals and the realities of home-based care.</p><p><strong>Conclusion: </strong>These findings support the integration of structured home-visit experiences into postgraduate training to promote competency development, person-centered care, and reflective learning in real-world settings.</p>","PeriodicalId":49287,"journal":{"name":"European Geriatric Medicine","volume":" ","pages":""},"PeriodicalIF":3.6000,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Geriatric Medicine","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1007/s41999-025-01283-z","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"GERIATRICS & GERONTOLOGY","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose: Physician home visits are essential for delivering care to frail, homebound older adults with limited access to routine healthcare. This study examined the experiential learning themes of a home-visit course within a postgraduate year training program in Taiwan.
Methods: A descriptive, exploratory qualitative study was conducted to examine the learning experiences of second-year postgraduate residents who participated in 10 half-days home-visit program as part of their mandatory geriatric medicine training at a university hospital between August 1, 2020, and July 31, 2021. Reflective essays from 47 residents were analyzed using qualitative content analysis to identify key themes.
Results: Three major themes emerged: learning process, learning content, and challenges. The learning process comprised four stages: adaptation, observation, awareness, and reflection. Learning content included a deeper understanding of patients as individuals within the community (holistic care), improved skills in coordinating interdisciplinary teams and integrating patient care information (organizational thinking), greater awareness and empathy through relational practices (mindful engagement), and a stronger appreciation for empowering patients and families through education, goal setting, and community support (empowerment)-conceptualized as the HOME model. Residents also identified challenges in negotiating family dynamics, navigating structural constraints, and reconciling gaps between policy ideals and the realities of home-based care.
Conclusion: These findings support the integration of structured home-visit experiences into postgraduate training to promote competency development, person-centered care, and reflective learning in real-world settings.
期刊介绍：
European Geriatric Medicine is the official journal of the European Geriatric Medicine Society (EUGMS). Launched in 2010, this journal aims to publish the highest quality material, both scientific and clinical, on all aspects of Geriatric Medicine.
The EUGMS is interested in the promotion of Geriatric Medicine in any setting (acute or subacute care, rehabilitation, nursing homes, primary care, fall clinics, ambulatory assessment, dementia clinics..), and also in functionality in old age, comprehensive geriatric assessment, geriatric syndromes, geriatric education, old age psychiatry, models of geriatric care in health services, and quality assurance.
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