Patients with chronic diseases as partners in medical education

Salerno-Kennedy, Rossana; Henn, Pat; O’Flynn, Siún

doi:10.1111/j.1743-498x.2009.00282.x

Cited by 5 publications

(14 citation statements)

References 6 publications

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“…improved communication with patients and a greater understanding of holistic and patient-centred care. The benefits to patients, where reported, included improved communication by 'breaking down barriers' (Cooper 2006), a belief that their personal stories will help to improve treatment effectiveness (Graham 2014, Salerno-Kennedy 2009, and enjoyment of the session (Jha 2013, Lenton 2015, Makker 2017 Examples of interventions at this level include Arenson and colleagues' study (Arenson 2015) which utilised "Health Mentors" to facilitate learning between health professionals. The 4 module encounter with patients, who had at least one disability or chronic health condition, provided an opportunity for teamwork between teams of medical students and students from allied professions.…”

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confidence: 99%

Patient/service user involvement in medical education: A best evidence medical education (BEME) systematic review: BEME Guide No. 58

et al. 2019

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Background: The extent to which patients and service users are involved in medical education varies widely. There is a need for an up to date systematic review of the literature that examines what involvement (description), the potential outcome of such involvement (justification) and 'why' such involvement impacts students (clarification). Methods: Systematic searches of four databases was undertaken. Citations were screened and consensus reached for inclusion / exclusion of studies. Quality of study design and interventional presentation were assessed. Synthesis was planned at three levels-descriptive, meta-analysis and meta-ethnography, where sufficient data was available. Results: A total of 11,140 articles were initially identified, with 39 included in the review. Using the Towle Taxonomy for patient involvement in medical education we identified 4 studies that were encounter based, 17 with patients sharing their personal experiences with students, 16 with patients involved in teaching and/or evaluating students, 2 studies describing consumers as tutors and none with involvement at the institutional level. The majority (29) of studies employed outcomes at level 1 or level 2 of Kirkpatrick's hierarchy (learner reactions and modification of attitudes or skills). Outcomes in terms of benefits to learners included increased empathy and understanding of illness as experienced by patients, improved communication with patients and a greater understanding of patient-centre care. Educational quality assessment showed specific weaknesses in theoretical underpinning, curriculum outcomes, content or pedagogy. Conclusions: Patients can offer learning opportunities that are at least as effective as faculty trainers in imparting practical clinical skills and can enrich medical education by allowing learners to explore patient

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confidence: 99%

Patient/service user involvement in medical education: A best evidence medical education (BEME) systematic review: BEME Guide No. 58

et al. 2019

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“…The classroom setting on faculty grounds allowed for longer interactions with patients than in a hospital or outpatient setting. Further, the absence of a lecturer conferred a more relaxed feel, with students less concerned about exposing knowledge deficits 27,29 …”

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“…A majority of studies directed their educational intervention to students of a singular health profession (nursing n = 1, medicine n = 15, speech pathology n = 1) 10,14–19,21–30 . Eight studies enrolled a variety of allied health into their Patients as Teachers programme 11–13,20,31–34 …”

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confidence: 99%

“…Further, the absence of a lecturer conferred a more relaxed feel, with students less concerned about exposing knowledge deficits. 27,29 Solomon and Cooper utilised their patient teachers as cofacilitators for existing learning programmes. Here, the patient teachers contributed at their own discretion, providing informed perspectives relevant to the scenarios.…”

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confidence: 99%

“…16 Students noted that the issues discussed with patient teachers are often not addressed in textbooks and may not be discussed in the same way by a teaching doctor. 27 Student learning outcomes from patient teacher interventions addressed all five domains of Mead and Bower's patient-centredness models (Fig. 1).…”

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A scoping review of patient‐led teaching of health professions students

Stretton

Bacchi

Thomas

2023

Internal Medicine Journal

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Patients with chronic health conditions may become experts in their own conditions. Thus, utilising patients as teachers, with autonomy over taught content, may better prepare students to deliver patient-centred care. A scoping review following Arksey and O'Malley and Joanna Briggs Institute framework was performed. A total of 2162 articles were identified and 28 unique studies were included. Patient teacher programmes range from single, short 1-to 2-h tutorials to longitudinal community-based programmes. These programmes are mutually beneficial for students, improving awareness of all patient-centred domains, and patients feel empowered by their roles in education.

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