Patient Involvement in Medical Education

Spencer, John; McKimm, Judy; Symons, Jools

doi:10.1002/9781119373780.ch15

Cited by 12 publications

(21 citation statements)

References 64 publications

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“…Five salient inter‐related themes emerged from the data 1 : reduced stigma and normalisation of experience of illness 2 ; enhanced self‐worth 3 ; improved well‐being 4 ; community and connection 5 ; and enduring benefits.…”

Section: Resultsmentioning

confidence: 99%

“…The importance of engaging patients, carers and the public in supporting the initial education and training of healthcare professionals is well established 1–4 . Regulatory bodies require providers of academic programmes to demonstrate that patients are involved in the delivery of teaching and learning and that curriculums are aligned to patient‐centred healthcare policy 5–8 .…”

Section: Introductionmentioning

confidence: 99%

“…The importance of engaging patients, carers and the public in supporting the initial education and training of healthcare professionals is well established. 1 , 2 , 3 , 4 Regulatory bodies require providers of academic programmes to demonstrate that patients are involved in the delivery of teaching and learning and that curriculums are aligned to patient‐centred healthcare policy. 5 , 6 , 7 , 8 The benefits of patient involvement in healthcare education to the patients themselves, the students they support and academic staff have also been extensively evaluated and described.…”

Section: Introductionmentioning

confidence: 99%

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Exploring a collaborative approach to the involvement of patients, carers and the public in the initial education and training of healthcare professionals: A qualitative study of patient experiences

Scott

Hardisty

Cussons

et al. 2021

Health Expectations

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Objective This study aimed to explore patients' experiences of their involvement in the design and delivery of interprofessional education interventions focussing on mental ill‐health for students studying in undergraduate healthcare and healthcare‐related programmes. Design A qualitative methodology using a Grounded Theory approach was used to undertake an iterative series of focus groups with members of a university's Patient, Carer and Public Involvement (PCPI) Group who have a history of mental ill‐health and were involved in the development and delivery of educational interventions for students on undergraduate healthcare and healthcare‐related programmes. Their experiences of being involved in teaching and learning activities, collaboration with academic staff and integration into the academic faculty were explored. Constant comparative analysis facilitated the identification and prioritisation of salient themes. Results Five salient inter‐related themes emerged from the data: (1) reduced stigma and normalisation of experience of illness; (2) enhanced self‐worth; (3) improved well‐being; (4) community and connection; and (5) enduring benefits. Conclusions A supportive university community and a designated academic PCPI co‐ordinator facilitate a supportive environment for patients and carers to develop as educators, contribute to the training of future healthcare professionals and improve their own personal well‐being. Appropriately resourced and well‐supported initiatives to integrate patients, carers and the public into the functions of an academic faculty can result in tangible benefits to individuals and facilitate meaningful and enduring connections between the university and the wider community within which it is situated. Patient and Public Involvement Patients have been involved in the design of the teaching and learning initiatives that this study was primarily focused on. Patients were given autonomy in determining how their experiences should be incorporated into teaching and learning experiences.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring a collaborative approach to the involvement of patients, carers and the public in the initial education and training of healthcare professionals: A qualitative study of patient experiences

Scott

Hardisty

Cussons

et al. 2021

Health Expectations

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“…19,29,30,33,[37][38][39] In this context, review papers of studies implementing PPIE highlight the manifold opportunities for PPIE, 15 training for all stakeholders. 29,30,37,[41][42][43][44][45] While the effectiveness of and methods for successful PPIE have accordingly become an increasingly popular research topic, the developed methods are predominantly directed toward adult patients, whereas methods for integrating children into the research process are still lacking. 46 Furthermore, the awareness for and attitude toward PPIE among the various stakeholders in health care has only been investigated by few authors 12 and an even lower number of studies has focused on the complex interdisciplinary field on pediatric oncology.…”

Section: Introductionmentioning

confidence: 99%

Good to know – This is PPIE! Development of a training tool for public and patient involvement and engagement in pediatric oncological research

et al. 2023

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Background Public and Patient Involvement and Engagement (PPIE) in research is still a poorly understood and infrequently practiced concept, although the literature stresses clear benefits for quality of care and research as well as patient satisfaction and empowerment. Aim The presently described project aimed at using different PPIE methods to evaluate the current state of knowledge about and attitude toward PPIE in research among different stakeholders of pediatric oncology in Europe. Based on the findings a tailored training tool directed toward the different stakeholders will be designed. Methods and Results An interdisciplinary steering group developed a mixed‐method 3‐stage process to (1) investigate the current knowledge and attitudes about PPIE using a Europe‐wide cross‐sectional online survey directed toward health care professionals (n = 134) and the patient group (patients, survivors, family members, …) (n = 168). The results were analyzed quantitatively, focusing on group comparisons (t‐tests, X2 tests). (2) In a live workshop with n = 36 participants (HCPs and patient group) dual moderation teams (HCPs and patient experts) guided the exploration of effective ways for practicing PPIE. Despite classifying PPIE as relevant, both HCPs and patients indicated a low level of knowledge about the concept and terminology (patients: t(334) = −2.82, p = .004; HCPs: t(270) = −2.88, p = .004). While HCPs assumed to already be involving patients in many research areas, this was not perceived by the patient group (X2 (1, N = 304) = 42.70, p < .001). HCPs and patients named similar obstacles for implementing PPIE in research, though numerous creative solutions were found during the workshop (engagement). (3) The outcomes were integrated into a training tool (White‐Board movie). Conclusion Although HCPs and patients acknowledge the benefit of PPIE, the presented results highlight the lack of awareness about the concept, and the need for effective tools for researchers to integrate PPIE throughout the entire research process, thereby contributing to a sustainable change within the scientific culture.

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“…This triadic doctor – patient – student interaction within bedside teaching encounters (BTEs) serves the dual purpose of patient care and medical student learning (Celenza and Rogers 2006; Chacko et al 2007; Wang-Cheng et al 1989). This dual purpose, however, makes it difficult for educators to marry the two for the benefit of all (Elsey et al 2014; Hindmarsh 2010): sometimes student learning presides, resulting in patients being objectified, marginalised or side-lined from their own medical consultations (Elsey et al 2014; Monrouxe et al 2009; Spencer and McKimm 2010). Such marginalisation runs counter to calls for more active involvement of patients in medical education, where students learn in conjunction with patients rather than merely in their presence (Rees et al 2007).…”

Section: Introductionmentioning

confidence: 99%

Patients embodied and as-a-body within bedside teaching encounters: a video ethnographic study

Elsey

Challinor

Monrouxe

2016

Adv in Health Sci Educ

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Bedside teaching encounters (BTEs) involve doctor–patient–student interactions, providing opportunities for students to learn with, from and about patients. How the differing concerns of patient care and student education are balanced in situ remains largely unknown and undefined. This video ethnographic study explores patient involvement during a largely student-centric activity: ‘feedback sequences’ where students learn clinical and practical skills. Drawing on a data subset from a multi-site study, we used Conversation Analysis to investigate verbal and non-verbal interactional practices to examine patients’ inclusion and exclusion from teaching activities across 25 BTEs in General Practice and General Surgery and Medicine with 50 participants. Through analysis, we identified two representations of the patient: the patient embodied (where patients are actively involved) and the patient as-a-body (when they are used primarily as a prop for learning). Overall, patients were excluded more during physical examination than talk-based activities. Exclusion occurred through physical positioning of doctor–patient–student, and through doctors and students talking about, rather than to, patients using medical jargon and online commentaries. Patients’ exclusion was visibly noticeable through eye gaze: patients’ middle-distance gaze coincided with medical terminology or complex wording. Inclusory activities maintained the patient embodied during teaching activities through doctors’ skilful embedding of teaching within their care: including vocalising clinical reasoning processes through students, providing patients with a ‘warrant to listen’, allocating turns-at-talk for them and eye-contact. This study uniquely demonstrates the visible nature patient exclusion, providing firm evidence of how this affects patient empowerment and engagement within educational activities for tomorrow’s doctors.Electronic supplementary materialThe online version of this article (doi:10.1007/s10459-016-9688-3) contains supplementary material, which is available to authorized users.

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Patient Involvement in Medical Education

Cited by 12 publications

References 64 publications

Exploring a collaborative approach to the involvement of patients, carers and the public in the initial education and training of healthcare professionals: A qualitative study of patient experiences

Exploring a collaborative approach to the involvement of patients, carers and the public in the initial education and training of healthcare professionals: A qualitative study of patient experiences

Good to know – This is PPIE! Development of a training tool for public and patient involvement and engagement in pediatric oncological research

Patients embodied and as-a-body within bedside teaching encounters: a video ethnographic study

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