Mean | 95% CI | |
---|---|---|
PROM strengths (N = 485) | ||
PROMs can be useful to document the quality of care we offer our patients | 3.7 | 3.7–3.8 |
PROMs help patients to express issues related to their health conditions | 3.7 | 3.6–3.8 |
PROMs can provide information on problems I don’t investigate regularly | 3.7 | 3.6–3.8 |
PROMs allow for wider and better patient involvement in the care process | 3.6 | 3.5–3.7 |
PROMs facilitate patient relationships with the treating HCP team | 3.5 | 3.5–3.6 |
PROMs repeatedly assessed over time are useful for clinical decision-making during the care process | 3.5 | 3.4–3.6 |
PROMs allow more focused and efficient communication with the patient during the visit | 3.5 | 3.4–3.6 |
Overall PROM strengths score | 3.6 | 3.5–3.7 |
PROM weaknesses (N = 477) | ||
During the visit there is no time for adequate administration of PROMs | 3.6 | 3.5–3.7 |
HCPs lack the resources to handle issues the patient may raise when completing PROMs | 3.3 | 3.2–3.4 |
The administration of PROMs entails an additional workload for HCPs | 3.3 | 3.2–3.4 |
PROMs are often filled in by caregivers | 3.2 | 3.2–3.3 |
Patients have difficulties in understanding questionnaire response scales | 3.1 | 3.0–3.2 |
PROMs fail to grasp the complexity of the patient’s experience | 2.7 | 2.6–2.8 |
PROM scores are difficult to interpret | 2.7 | 2.6–2.8 |
It is difficult to explain the use of PROMs to the patient | 2.7 | 2.6–2.8 |
Completing PROMs is an excessive physical and psychological burden for patients | 2.5 | 2.5–2.6 |
The data collected through PROMs are not reliable | 2.4 | 2.3–2.5 |
PROMs do not add anything to the information HCPs already collect during the clinical contact | 2.1 | 2.0–2.2 |
Overall PROM weaknesses score | 2.9 | 2.8–2.9 |