Involving patients in the early-career medical curriculum. An experiment in three medical schools in France
Résumé
Background
Over the past 15 years, in a context of evolving medical education and practices, the patient’s voice has become increasingly mportant. What is the place and role of patients in medical training? To what extent and in what settings can real patients mprove learning skills in students?
Summary of Work:
In 3 French medical faculties, we have been testing various interventions involving real patients: patients’ interventions in optional humanities courses with in - depth exchanges with 20 students, guest lectures given by patients in large amphitheaters followed by questions and answers with around 100 - 150 students, student exploratory interviews with patients, etc. We have involved patients with a diversity of profiles: representatives of patient groups; “expert patients” engaged in therapeutic education; activists working on the coproduction of knowledge; individual volunteer patients from the clientele of a general practitioner.
Summary of Results: The analysis was centered on students’ learning experiences via observation, focus groups, questionnaires, written productions and interview s. Thematic qualitative analysis shows (1) enhanced motivation in earning (2) effective acquisition of factual knowledge concerning symptoms, the medical system, and doctor-patient relationships; (3) incitement to personal and professional reflexivity.
Discussion : The results of this action-research cannot yet be generalized, but the main lessons concern (1) the importance of a clear framework in place prior to and post discussion with and between students about the meaning of a patient-as-teacher; (2) qualifying patients as potential sources of learning seems to have the potential to transform students’ representations and attitudes toward future patients, who can be considered potential partners for better care.
Conclusion : Student and patient feedback encourages us to pursue this experience and strengthen patient involvement in teaching and evaluating students, as well as elaborating curriculum. Institutional support and hat of colleagues are essential for going further.
Take Home Messages: Patient involvement in early career curriculum enhances students’ motivation to learn, stimulates knowledge acquisition, and reinforces their reflexivity.
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