Integrating expert patients perspectives on the processes of engaging them in early medical education

Jaimy Saif; Duane Mellor; David Rogers; Claire Stocker

doi:10.1186/s40900-024-00655-2

Integrating expert patients perspectives on the processes of engaging them in early medical education

Jaimy Saif^*, Duane Mellor, David Rogers, Claire Stocker

^*Corresponding author for this work

Research output: Contribution to journal › Letter, comment/opinion or interview › peer-review

Abstract

In the practice of healthcare, a new paradigm has emerged that perhaps challenges traditional notions of patient-clinician relationships. This shift involves recognising the invaluable role of expert patients, individuals who possess first-hand experience of life with their specific health conditions or chronic illnesses. These individuals have gained deep practical insights, knowledge, and coping strategies through their personal journeys. Modern healthcare practice focusing on individualised care necessitates that patients and their experiences become integral to the education of future healthcare professionals, from the start of their learning journeys, steering us toward more compassionate and person-centred approaches. This communication article underscores the importance of developing structured, coordinated programs that involve patients in curriculum design, implementation, and evaluation. By fostering authentic partnerships, medical education can create richer learning environments that promote compassionate care and better prepare future healthcare professionals. Ultimately, embracing patient perspectives as integral to the educational process is essential for improving healthcare delivery and outcomes.

Original language	English
Article number	124
Number of pages	7
Journal	Research Involvement and Engagement
Volume	10
Issue number	1
Early online date	19 Nov 2024
DOIs	https://doi.org/10.1186/s40900-024-00655-2
Publication status	Published - 19 Nov 2024

Bibliographical note

Copyright © Crown 2024. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit https://creativecommons.org/licenses/by/4.0/

Keywords

Person-centred medical education
Expert patients

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10.1186/s40900-024-00655-2Licence: CC BY 4.0

Integrating expert patients perspectives on the processes of engaging them in early medical education
Copyright © Crown 2024. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit https://creativecommons.org/licenses/by/4.0/
Final published version, 805 KBLicence: CC BY 4.0

Cite this

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Integrating expert patients perspectives on the processes of engaging them in early medical education

Abstract

Bibliographical note

Keywords

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