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‘Can the patient speak?’: postcolonialism and patient involvement in undergraduate and postgraduate medical education
Author(s) -
Sharma Malika
Publication year - 2018
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/medu.13501
Subject(s) - medical education , postcolonialism (international relations) , power (physics) , resistance (ecology) , subaltern , medical humanities , health care , medicine , psychology , sociology , political science , politics , social science , law , biology , ecology , physics , quantum mechanics
Context Patients are increasingly being engaged in providing feedback and consultation to health care institutions, and in the training of health care professionals. Such involvement has the potential to disrupt traditional doctor–patient power dynamics in significant ways that have not been theorised in the medical literature. Critical theories can help us understand how power flows when patients are engaged in the training of medical students. Methods This paper applies postcolonial theory to the involvement of patients in the development and delivery of medical education. First, I review and summarise the literature around patient involvement in medical education. Subsequently, I highlight how postcolonial frameworks have been applied to medical education more broadly, extrapolating from the literature to apply a postcolonial lens to the area of patient engagement in medical education. Conclusion Concepts from postcolonial theory can help medical educators think differently about how patients can be engaged in the medical education project in ways that are meaningful and non‐tokenistic. Specifically, the positioning of the patient as ‘subaltern’ can provide channels of resistance against traditional power asymmetries. This has curricular and methodological implications for medical education research in the area of patient engagement.