Patients benefit from mentoring students in an interprofessional health mentors program: A contextual-developmental analysis

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 value added to student learning justifies the growing interest of the medical education research community in patient engagement practices. However, while most studies focus on associated student learning outcomes, few have addressed patients’ views of their own participation experience (Wykurz & Kelly, 2002 ; Spencer, 2010 ; Towle et al, 2010 ; Watts et al, 2015 ; Flood et al, 2018 ; Roebotham et al, 2018 ; Kline et al, 2022 ). Furthermore, most studies interested in the experiences of patients involved in medical teaching have focused on the presence of students in clinical consultations or in ward rounds, rather than on specific patient engagement educational programs or interventions (Watts et al, 2015 ).…”

“…We identified a few studies exploring participation experiences in non-clinical interdisciplinary health science education where patients were invited to share their stories and develop teaching techniques based on their past experiences with illness and the health care system (Meehan & Glover, 2007 ; Lauckner et al, 2012 ; Romme et al, 2021 ; Kline et al, 2022 ). Although none of these studies address the factors that motivated patients to participate, they highlight some benefits patients derive from their participation experience.…”

“…Although none of these studies address the factors that motivated patients to participate, they highlight some benefits patients derive from their participation experience. Participating patients in such contexts derive a sense of contribution, meaning and purpose (Meehan & Glover, 2007 ; Lauckner et al, 2012 ; Romme et al, 2021 ; Kline et al, 2022 ). Also, patients perceive participation as a valuable experience on a personal level, both socially and therapeutically (Lauckner et al, 2012 ; Romme et al, 2021 ; Kline et al, 2022 ).…”

“…Participating patients in such contexts derive a sense of contribution, meaning and purpose (Meehan & Glover, 2007 ; Lauckner et al, 2012 ; Romme et al, 2021 ; Kline et al, 2022 ). Also, patients perceive participation as a valuable experience on a personal level, both socially and therapeutically (Lauckner et al, 2012 ; Romme et al, 2021 ; Kline et al, 2022 ). Studies highlight how patients value the social nature of the interactions with students (Lauckner et al, 2012 ) and peer-patients (Romme et al, 2021 ).…”

“…Studies highlight how patients value the social nature of the interactions with students (Lauckner et al, 2012 ) and peer-patients (Romme et al, 2021 ). Participation is also identified as an opportunity for self-reflection and empowerment (Lauckner et al, 2012 ; Romme et al, 2021 ; Kline et al, 2022 ) and as a space to deal with their emotional illness and care experience, allowing the construction of a more coherent, less emotionnaly loaded illness narrative (Romme et al, 2021 ). Romme et al ( 2021 ) also underline the influence of participation on patients’ awareness of the importance of being proactive in articulating clear preferences through their healthcare trajectories and their increased sensitivity to the perspective and reality of their professionals.…”