Virtual student-transplant patient interactions empower patients and enhance student transplantation knowledge

Fostering the development of non-technical competencies in medical learners through patient engagement: a rapid review

“…Similarly, some studies (n = 21) reported different levels of patient autonomy within the learning encounter. [20][21][22][24][25][26][28][29][30][31][33][34][35][36][37][38][39][40][41][42][43] At one end of the spectrum we found interventions in which patients were the only ones responsible for teaching, with no formal faculty involvement. 31,35 At the other end of the spectrum, studies reported some degree of faculty control and supervision within the encounter.…”

“…Twenty-one (21) articles reported changes in attitudes and perceptions as a result of an educational intervention actively involving patients. 20,21,[23][24][25][26][27][28][29][30][31][32][33][35][36][37][38][39][40][41][42] First, it led to changes in attitudes towards patients, particularly through a renewed awareness of common misapprehensions, myths and stereotypes regarding patients and their reality. 20,23,27,29,39 Some authors noted that patient engagement allowed students to see the patient as a fellow human being, not just a disease or a care plan, 23,34,36 which fostered a sense of humility.…”

“…20,21,[23][24][25][26][27][28][29][30][31][32][33][35][36][37][38][39][40][41][42] First, it led to changes in attitudes towards patients, particularly through a renewed awareness of common misapprehensions, myths and stereotypes regarding patients and their reality. 20,23,27,29,39 Some authors noted that patient engagement allowed students to see the patient as a fellow human being, not just a disease or a care plan, 23,34,36 which fostered a sense of humility. 36 For instance, Fitzpatrick et al 27 highlighted that elderly participation in training improved student perceptions of senior patients as positive contributors to society, capable of effectively dealing with the challenges arising from modernity.…”

“…Beyond attitudes and perceptions, fourteen (14) studies also reported that patient engagement led to new knowledge, skills and understandings. 20,22,23,[25][26][27]29,[35][36][37][38][39][40]42 For instance, some studies pointed out how it allows students to better understand the practical meaning of good patient-doctor communication. 23,26,27,29 In particular, authors mentioned that interventions gave students a better understanding of the issues arising from communicating with some patients (e.g., seniors) 26 and the strategies to be implemented to interact more meaningfully with them.…”

“…31,35 At the other end of the spectrum, studies reported some degree of faculty control and supervision within the encounter. 21,22,[24][25][26]28,30,36,[38][39][40]42,43 For example, in the intervention discussed by Bideau et al, 22 two specific periods were allotted for patient feedback whereby they were required to focus on faculty-identified priority topics. Once again, the level of patient involvement and autonomy appears to depend very much on the underlying pedagogical objectives, as patients were left with less room when their participation was seen as a tool for teaching predefined contents, and more room when the desired learning was directly related to their experiences and views.…”