Presentation 6 TR

Title

Genuine patient engagement in medical education motivates learning

Author(s)

Kathryn Ogden, School of Medicine
Jennifer Barr, School of Medicine
Kim Rooney, School of Medicine

Subtheme

Excellent teaching produces excellent students

Presentation Type

Presentation

Room

Tamar Room

Time

13.40-13.55

Abstract

Health students are being prepared to provide care to people in the community. Genuine patient partnership in medical education can promote learning and encourage patient-centred care (Rowland & Kumagai, 2017; Regan de Bere & Nunn, 2016).

Workshops with year 4 medical students, facilitated by patients from the community, provided the opportunity for discourse about the elements contained within the empirically derived ‘Requirements of Patient Centred Care Systems (ROPCCS)’ conceptual model (Ogden, et al., 2017). The workshops aimed to enable students to develop patient perspectives of the requirements and how they might be achieved in practice.

Key messages from small group discussions were collated; students and patients were invited to complete a survey regarding their experiences of the workshop. Qualitative data were analysed using an inductive thematic approach.

Having patients and students co-create learning is a unique opportunity and presented a new and engaging opportunity, which students appreciated and found to motivate their learning. Qualitative themes confirmed the ‘unique’ and ‘thought provoking’ nature of the workshop. Perceived strengths of the workshop were the ‘collaboration of ideas’ between patients and students in learning, and the ability for patients to provide their ‘unique perspective.’

The workshops mirror contemporary expectations of patient-centred care where doctors work with patients in care partnerships, and the model could be extended to other service professions. The workshops continue to evolve, now incorporating principles of quality improvement and co-design of systems. Patients are a crucial resource for learning and new methods for incorporating their input into curricula should be explored to promote patient-centred care capacity.

References

Ogden, K., Barr, J. and Greenfield, D. (2017). Determining requirements for patient-centred care: a participatory concept mapping study (journal article). BMC Health Services Research, 17 (1), 780. DOI 10.1186/s12913-017-2741-y

Regan de Bere, S. and Nunn, S. (2016). Towards a pedagogy for patient and public involvement in medical education. Medical Education, 50 (1), 79-92. DOI 10.1111/medu.12880

Rowland, P. and Kumagai, A. K. (2017). Dilemmas of Representation: Patient Engagement in Health Professions Education. Acad Med. DOI 10.1097/ACM.0000000000001971