Patient Narratives as a Teaching Tool: A Pilot Study of First-Year Medical Students and Patient Educators Affected by Intellectual/Developmental Disabilities

Coret, Alon; Boyd, Kerry; Hobbs, Kevin; Zazulak, Joyce; McConnell, Meghan

doi:10.1080/10401334.2017.1398653

Cited by 39 publications

(64 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…38 A group of patients living with intellectual and developmental disabilities also participated in the creation of learning materials, through videos sharing their perspectives and stories. 65 Most patients in the study by Jackson et al considered themselves not as teaching, but having a role of partnership, explanation and sharing certain aspects of their illness. 52 Patient as assessor of students' competence In addition to formative student assessment, such as feedback during teaching sessions, patients participated in high stakes summative assessments, such as the final year objective structured clinical examination (OSCE).…”

Section: Patient As Teachermentioning

confidence: 99%

Role of active patient involvement in undergraduate medical education: a systematic review

Dijk

Duijzer

Wienold³

2020

BMJ Open

115

View full text Add to dashboard Cite

ObjectivesTo identify the scope of active patient involvement in medical education, addressing the current knowledge gaps relating to rationale and motivation for involvement, recruitment and preparation, roles, learning outcomes and key procedural contributors.MethodsThe authors performed a systematic search of the PubMed database of publications between 2003 and 2018. Original studies in which patients take on active roles in the development, delivery or evaluation of undergraduate medical education and written in English were eligible for inclusion. Included studies’ references were searched for additional articles. Quality of papers was assessed using the Mixed Methods Appraisal Tool.Results49 articles were included in the review. Drivers for patient involvement included policy requirements and patients’ own motivations to contribute to society and learning. Patients were engaged in a variety of educational settings in and outside of the hospital. The vast majority of studies describe patients taking on the role of a patient teacher and formative assessor. More recent studies suggest that patients are increasingly involved in course and curriculum development, student selection and summative assessment. The new body of empirical evidence shows the wide range of learning objectives was pursued through patient participation, including competencies as professional, communicator, collaborator, leader and health advocate, but not scholar. Measures to support sustainable patient involvement included longitudinal institutional incorporation, patient recruitment and/or training, resource support and clear commitment by faculty. The importance and advantages of patient involvement were highlighted by students, faculty and patients themselves; however, organisations must continue to consider, monitor and take steps to mitigate any potential harms to patients and students.DiscussionThis systematic review provides new knowledge and practical insights to physicians and faculty on how to incorporate active patient involvement in their institutions and daily practice, and provides suggested action points to patient organisations wishing to engage in medical education.

show abstract

Section: Patient As Teachermentioning

confidence: 99%

Role of active patient involvement in undergraduate medical education: a systematic review

Dijk

Duijzer

Wienold³

2020

BMJ Open

115

View full text Add to dashboard Cite

show abstract

“…Patient-led learning experiences are infrequently described in the literature; [15] even when such experiences are incorporated into curricula, their impact on student learning and growth remains understudied. The few published reports of educational partnerships with pediatric patients and their families describe curricula that are either time/ resource intensive and logistically challenging, [9,16] directed towards more advanced learners such as pediatric residents [8,9] or narrowly focused on a specific content areas, most commonly health-care needs of children with developmental disabilities. [9,16] To our knowledge there have been no published curricula that have incorporated pediatric patients and families within the context of a medical school pre-clerkship basic science educational session to reinforce 'textbook learning,' while at the same time reinforcing the humanistic core of the medical profession.…”

Section: Discussionmentioning

confidence: 99%

Effect of a patient-led educational session on pre-clerkship students’ learning of professional values and on their professional development

Butani

Sweeney

Plant

2020

Medical Education Online

View full text Add to dashboard Cite

Background: While there are several curricula using patients as educators, little has been published on how they affect student learning and professional development. Objective: To explore what 1 st year medical students learn about professional values from a patient-led educational experience and how it affects their professional development. Design: We piloted a pediatric patient and family-led educational session during the molecular medicine course, with the goal of sharing the experience of caring for a child with a chronic illness. Following the session, students were required to submit a written reflection on what they learned and the impact the session had on them. All reflections from one academic year were qualitatively analyzed by two investigators and organized using HyperRESEARCH software. A content analysis approach was used to generate codes and emergent themes. Two theoretical lenses guided the analyses: Arnold's framework on professional values and the lens of professional identity formation, described as a process by which health care professionals "think, act and feel like a physician. Results: Students gained an appreciation of professional values, especially humanism and excellence, and how clinician role models reinforce these values. Reflective writings demonstrated recognition among learners that their identity involved being active participants in health care delivery and not just as passive classroom learners. Students were motivated to study diligently and be patient advocates; some questioned their skills in dealing with ambiguity and with the health-care system, resulting in a sense of helplessness. Conclusion: Students learn the importance of professional attributes and of clinician role models through a pediatric family teaching experience. They are motivated, displaying glimpses of their future role as caregivers and patient advocates; however, some also express fear and doubt their own abilities. Based on this, a debriefing session has been introduced to prevent a negative effect on learner self-efficacy.

show abstract

“…University, Canada, outlines how formalised educational interactions with patients may help students to become more self-assured and skilled. 2 A voluntary workshop was run for first-year medical students to improve their communication skills with people who are intellectually and developmentally disabled (IDD). Students were assessed on their interviews with individuals who used personal experiences of IDD to role-play patients.…”

Section: Coret Et Al's Pseudo-randomised Case Study From Mcmastermentioning

confidence: 99%

“…Coret et al. 's pseudo‐randomised case study from McMaster University, Canada, outlines how formalised educational interactions with patients may help students to become more self‐assured and skilled . A voluntary workshop was run for first‐year medical students to improve their communication skills with people who are intellectually and developmentally disabled (IDD).…”

mentioning

confidence: 99%

Active roles for patients in health education

Sinha

2019

The Clinical Teacher

View full text Add to dashboard Cite

Patient Narratives as a Teaching Tool: A Pilot Study of First-Year Medical Students and Patient Educators Affected by Intellectual/Developmental Disabilities

Cited by 39 publications

References 37 publications

Role of active patient involvement in undergraduate medical education: a systematic review

Role of active patient involvement in undergraduate medical education: a systematic review

Effect of a patient-led educational session on pre-clerkship students’ learning of professional values and on their professional development

Active roles for patients in health education

Contact Info

Product

Resources

About