Patient/service user involvement in medical education: a best evidence medical education (BEME) systematic review: BEME guide No. 58
Abstract
Background: The extent to which patients and service users are involved in medical education varies widely. There is a need for an up to date systematic review of the literature that examines what involvement (description), the potential outcome of such involvement (justification) and ‘why’ such involvement impacts students (clarification).Methods: Systematic searches of four databases were undertaken. Citations were screened and consensus reached for inclusion/exclusion of studies. Quality of study design and interventional presentation were assessed.Results: Of the 39 studies included in the review, 4 studies were encounter based, 17 sharing experiences, 16 with patients involved in teaching, 2 studies describing consumers as tutors, and none with involvement at the institutional level. Outcomes in terms of benefits to learners included increased empathy and understanding of illness as experienced by patients, improved communication with patients and a greater understanding of patient–center care. Educational quality assessment showed specific weaknesses in theoretical underpinning, curriculum outcomes, content or pedagogy.Conclusions: Patients can enrich medical education by allowing learners to explore patient-centered perspectives in holistic care. For educators this review highlights the lack of an underpinning conceptual basis for which to translate theory into practice.
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A recent systematic review provided a comprehensive overview of the involvement, outcome and reason behind involvement mainly from learner's perspective.
“A recent systematic review provided a comprehensive overview of the involvement, outcome and reason behind involvement mainly from learner’s perspective.19”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [19]
Included papers described various types of roles for patients, but the vast majority of papers cited the role of a patient teacher, similarly to previous reviews.
“Included papers described various types of roles for patients, but the vast majority of papers cited the role of a patient teacher, similarly to previous reviews.1 17–19”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [19]
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- Authors
- Gordon, M., Gupta, S., Thornton, D., Reid, M., Mallen, E., & Melling, A.
- Affiliations
- University of Lancashire (GB)
- Blackpool Teaching Hospitals NHS Foundation Trust (GB)
- Corresponding author
- Gordon, Morris
- ORCID
- Gordon, Morris
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2019-09-13
- Volume
- 42
- Issue
- 1
- Pages
- 4-16
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W2973151063
- Cited by
- 165
- References
- 49
- Citations by year
- 2026: 30 · 2025: 28 · 2024: 28 · 2023: 30 · 2022: 23 · 2021: 15 · 2020: 10 · 2019: 1
- FWCI
- 2.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Medical Teacher (publishedVersion)
- PubMed (publishedVersion)
- CLOK (University of Central Lancashire) (acceptedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Medicine › Psychiatry and Mental health › Empathy and Medical Education
- Health Sciences › Health Professions › General Health Professions › Mental Health and Patient Involvement
- Keywords
- patient involvement, service user involvement, medical education, patient-centered care, empathy, physician-patient communication, patient experience sharing, medical students
- MeSH terms
- Clinical Competence, Education, Medical, Empathy, Humans, Learning, Patient Participation, Physician-Patient Relations, Teaching, Practice Guidelines as Topic, Patient-Centered Care
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