OBJECTIVES: Patients play an integral part in medical education, either as passive, clinical exemplars or as more active facilitators in the development of skills. In theory, the patient-teacher may enhance the student learning experience by creating an environment similar to that of the medical workplace and encouraging the process of becoming a professional. Although many medical schools have integrated patient-teachers within their curricula, there is little evidence of how those involved in providing or receiving medical education view patient-teachers' contributions to their education. This study investigates the views and experiences of medical tutors and students of involving patients in undergraduate curricula. METHODS: We conducted a cross-sectional survey employing qualitative research methods. Semi-structured focus group interviews were used to elicit participants' views and experiences of patient involvement in medical education. The transcripts were content-analysed using a coding framework. RESULTS: A total of 46 participants consisting of medical educators and medical students took part in nine focus groups. Four themes emerged: the role of the patient in learning and teaching; the impact of the patient-teacher; the impact of being the storyteller, and mechanisms to explain the patient-teacher role in medical training. CONCLUSIONS: There is support for patient involvement in teaching. The logistics involved in supporting programmes of patient involvement and the need to link the teaching to overall course objectives should be addressed.
OBJECTIVES:Patients play an integral part in medical education, either as passive, clinical exemplars or as more active facilitators in the development of skills. In theory, the patient-teacher may enhance the student learning experience by creating an environment similar to that of the medical workplace and encouraging the process of becoming a professional. Although many medical schools have integrated patient-teachers within their curricula, there is little evidence of how those involved in providing or receiving medical education view patient-teachers' contributions to their education. This study investigates the views and experiences of medical tutors and students of involving patients in undergraduate curricula. METHODS: We conducted a cross-sectional survey employing qualitative research methods. Semi-structured focus group interviews were used to elicit participants' views and experiences of patient involvement in medical education. The transcripts were content-analysed using a coding framework. RESULTS: A total of 46 participants consisting of medical educators and medical students took part in nine focus groups. Four themes emerged: the role of the patient in learning and teaching; the impact of the patient-teacher; the impact of being the storyteller, and mechanisms to explain the patient-teacher role in medical training. CONCLUSIONS: There is support for patient involvement in teaching. The logistics involved in supporting programmes of patient involvement and the need to link the teaching to overall course objectives should be addressed.
Authors: France Légaré; Hilary Bekker; Sophie Desroches; Renée Drolet; Mary C Politi; Dawn Stacey; Francine Borduas; Francine M Cheater; Jacques Cornuz; Marie-France Coutu; Nora Ferdjaoui-Moumjid; Frances Griffiths; Martin Härter; André Jacques; Tanja Krones; Michel Labrecque; Claire Neely; Charo Rodriguez; Joan Sargeant; Janet S Schuerman; Mark D Sullivan Journal: Implement Sci Date: 2011-07-05 Impact factor: 7.327