Patient involvement in medical education

Spencer, John; McKimm, Judy

doi:10.1002/9781118472361.ch17

Cited by 5 publications

(4 citation statements)

References 47 publications

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“…However, despite educators espousing ideals of patient‐centredness, real patients’ voices are typically lacking in patient‐centred communication skills education design . Although active patient involvement is important to develop responsive health care currricula, it is still fairly uncommon in health professions education . This study therefore aims to privilege patients’ written stories of health care communication, through narrative inquiry, to inform patient‐centred communication skills education design.…”

Section: Introductionmentioning

confidence: 99%

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‘I will never ever go back’: patients’ written narratives of health care communication

2018

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Section: Introductionmentioning

confidence: 99%

“…We recognise that the term ‘patient’ is controversial (with some preferring ‘client’, ‘consumer’ and so on). However, we use ‘patient’ in this paper because it is a well‐recognised term and is synonymous with other terms that describe those in a therapeutic relationship with a health care provider …”

Section: Introductionmentioning

confidence: 99%

‘I will never ever go back’: patients’ written narratives of health care communication

2018

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“…This finding is unsurprising as SP’s are known to increase contextual fidelity of simulation, 11 , 25 and those trained to give constructive feedback can further enhance the learning experience by providing a more holistic view of student performance and encouraging reflection on the patient’s perspective. 47 …”

Section: Discussionmentioning

confidence: 99%

Teaching Undergraduate Medical Students Non-Technical Skills: An Evaluation Study of a Simulated Ward Experience

Pollard¹,

Tombs²

2022

AMEP

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Purpose Research suggests that medical students in the UK report a need to be better prepared for the non-technical skills required for the role of a junior doctor. A Simulated Ward Experience was developed in an attempt to address this need. The purpose of this study was (1) to evaluate the effectiveness of the Simulated Ward Experiences by examining students’ reactions regarding the quality of teaching and (2) to examine the main drivers of learning and the extent to which students felt it helped them prepare for their future training. Methods A mixed method evaluation study was conducted using a questionnaire and focus groups. Final year students who participated in the Simulated Ward Experience were invited to contribute to the evaluation, out of which 25 completed the questionnaire and 13 took part in focus group interviews. Data analysis were conducted by means of descriptive statistics for questionnaire data and thematic analysis of focus group transcripts. Results The median Likert scores for quality of teaching Non-Technical Skills were either very good or excellent, demonstrating that students were highly satisfied with the way in which these were taught. Qualitative data provided further insights into the aspects of the intervention that promoted learning, and these were categorised into four themes, including realism of the simulation; relevance for the role and responsibilities of the Foundation Year 1 Doctor (including Non-Technical Skills); learning from and with others; and supportive learning environment. Conclusion This evaluation study provides further evidence of the value of learning in a simulated setting, particularly when it is closely aligned to the real clinical context and creates opportunities to practice skills that are perceived to be relevant by the learner. Study limitations are recognised and suggestions for further studies are provided.

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“…Patients can provide opportunities for students to practice clinical skills and to provide information as experts of their own illness or disability [ 1 , 2 ]. Patients may be real patients or actors who have been trained to simulate illness and teach or instruct students [ 3 ]. Looking across the research on patient involvement in students’ clinical training reveals a lack of knowledge about the learning processes that actually occur in encounters between health-care students’ and patients in clinical settings.…”

Section: Introductionmentioning

confidence: 99%

Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study

et al. 2014

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BackgroundIt is well known that patients’ involvement in health care students’ learning is essential and gives students opportunities to experience clinical reasoning and practice clinical skills when interacting with patients. Students encounter patients in different contexts throughout their education. However, looking across the research providing evidence about learning related to patient-student encounters reveals a lack of knowledge about the actual learning process that occurs in encounters between patients and students. The aim of this study was to explore patient-student encounters in relation to students’ learning in a patient-centered health-care setting.MethodsAn ethnographic approach was used to study the encounters between patients and students. The setting was a clinical education ward for nursing students at a university hospital with eight beds. The study included 10 observations with 11 students and 10 patients. The observer followed one or two students taking care of one patient. During the fieldwork observational and reflective notes were taken. After each observation follow-up interviews were conducted with each patient and student separately. Data were analyzed using an ethnographic approach.ResultsThe most striking results showed that patients took different approaches in the encounters with students. When the students managed to create a good atmosphere and a mutual relationship, the patients were active participants in the students’ learning. If the students did not manage to create a good atmosphere, the relationship became one-way and the patients were passive participants, letting the students practice on their bodies but without engaging in a dialogue with the students.ConclusionsPatient-student encounters, at a clinical education ward with a patient-centred pedagogical framework, can develop into either a learning relationship or an attending relationship. A learning relationship is based on a mutual relationship between patients and students resulting in patients actively participating in students’ learning and they both experience it as a joint action. An attending relationship is based on a one-way relationship between patients and students resulting in patients passively participating by letting students to practice on their bodies but without engaging in a learning dialogue with the students.

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Patient involvement in medical education

Cited by 5 publications

References 47 publications

‘I will never ever go back’: patients’ written narratives of health care communication

‘I will never ever go back’: patients’ written narratives of health care communication

Teaching Undergraduate Medical Students Non-Technical Skills: An Evaluation Study of a Simulated Ward Experience

Patients’ approaches to students’ learning at a clinical education ward-an ethnographic study

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