Fostering the development of non-technical competencies in medical learners through patient engagement: a rapid review

Abstract

Background: To train physicians who will respond to patients’ evolving needs and expectations, medical schools must seek educational strategies to foster the development of non-technical competencies in students. This article aims to synthetize studies that focus on patient engagement in medical training as a promising strategy to foster the development of those competencies.Methods: We conducted a rapid review of the literature to synthetize primary quantitative, qualitative and mixed studies (January 2000-January 2022) describing patient engagement interventions in medical education and reporting non-technical learning outcomes. Studies were extracted from Medline and ERIC. Two independent reviewers were involved in study selection and data extraction. A narrative synthesis of results was performed.Results: Of the 3875 identified, 24 met the inclusion criteria and were retained. We found evidence of a range of non-technical educational outcomes (e. g. attitudinal changes, new knowledge and understanding). Studies also described various approaches regarding patient recruitment, preparation, and support and participation design (e.g., contact duration, learning environment, patient autonomy, and format). Some emerging practical suggestions are proposed.Conclusion: Our results suggest that patient engagement in medical education can be a valuable means to foster a range of non-technical competencies, as well as formative and critical reflexivity. They also suggest conditions under which patient engagement practices can be more efficient in fostering non-instrumental patient roles in different educational contexts. This supports a plea for sensible and responsive interventional approaches.

Patients’ perspectives on their motivations for participating in non-clinical medical teaching and what they gain from their experience: a qualitative study informed by critical theory

“…The intervention was developed in fall 2019 based on the results of a literature review (Massé et al, 2023 ) and the work of a multi-stakeholder steering committee involving patients (n = 4), students (n = 2), the course leader and members of the research team (n = 3). A pilot intervention was originally scheduled to be implemented in the winter of 2020.…”

“…The 60 to 90-minute interviews were all conducted online in French (i.e., the first language of the patients as well as that of the members of the research team) by the first author (JM) between June 18 and July 8, 2021 (that is, between two and three months after the end of the workshops). A preliminary interview guide was constructed based on our literature review (Massé et al, 2023 ) and our research objectives. The guide was reviewed by a patient-teacher prior to the interviews to ensure that the questions were clear and appropriate and that they were consistent with our research objectives.…”

“…According to the literature, engaging patients in medical teaching has the potential to contribute to the acquisition of key competencies in future physicians (Wykurz & Kelly, 2002 ; Jha et al, 2009 ; Towle et al, 2010 ; Massé et al, 2023 ). For instance, studies report benefits in terms of positive attitudes towards patients, knowledge and skills in communication and psychosocial fields.…”

“…For instance, studies report benefits in terms of positive attitudes towards patients, knowledge and skills in communication and psychosocial fields. Moreover, patient engagement is increasingly seen as a promising avenue for promoting reflexive learning in medical students (Jha et al, 2009 ; Towle et al, 2010 ; Massé et al, 2023 ). The value added to student learning justifies the growing interest of the medical education research community in patient engagement practices.…”

“…Although they provide interesting insights into patients’ participation experience, these studies also have some limitations. For instance, many studies are about the participation of patients with specific clinical profiles (e.g., chronically ill patients, or people with mental health disorders), coinciding with specific educational objectives, such as fostering more favorable attitudes towards a given group of patients, understanding those patients’ reality, or gaining clinical insights from them (Massé et al, 2023 ). This may allow limited access to the participation experience of patients with other care and illness experiences.…”