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What educators and students really think about using patients as teachers in medical education: a qualitative study
Author(s) -
Jha Vikram,
Quinton Naomi D,
Bekker Hilary L,
Roberts Trudie E
Publication year - 2009
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.2009.03355.x
Subject(s) - curriculum , focus group , medical education , qualitative research , psychology , medical psychology , medicine , medline , pedagogy , sociology , social science , anthropology , political science , law
Objectives Patients play an integral part in medical education, either as passive, clinical exemplars or as more active facilitators in the development of skills. In theory, the patient‐teacher may enhance the student learning experience by creating an environment similar to that of the medical workplace and encouraging the process of becoming a professional. Although many medical schools have integrated patient‐teachers within their curricula, there is little evidence of how those involved in providing or receiving medical education view patient‐teachers’ contributions to their education. This study investigates the views and experiences of medical tutors and students of involving patients in undergraduate curricula. Methods We conducted a cross‐sectional survey employing qualitative research methods. Semi‐structured focus group interviews were used to elicit participants’ views and experiences of patient involvement in medical education. The transcripts were content‐analysed using a coding framework. Results A total of 46 participants consisting of medical educators and medical students took part in nine focus groups. Four themes emerged: the role of the patient in learning and teaching; the impact of the patient‐teacher; the impact of being the storyteller, and mechanisms to explain the patient‐teacher role in medical training. Conclusions There is support for patient involvement in teaching. The logistics involved in supporting programmes of patient involvement and the need to link the teaching to overall course objectives should be addressed.