The use of patient partners with back pain to teach undergraduate medical students
Abstract
OBJECTIVES: To assess the impact of teaching about back pain to medical students using trained patient partners (PP). METHODS: An initial training programme for four PPs (two with sciatica and two with ankylosing spondylitis) followed by teaching to alternate groups of medical students at the Whittington Campus of the Royal Free and University College Medical School (RFUCMS). A control group of students did not receive the PP teaching. All students received standard Whittington Campus rheumatology teaching. Performance in an end of year objective structured clinical examination (OSCE) was compared between the two groups. Student and PP perceptions of the teaching and training were evaluated using focus groups and questionnaires. RESULTS: Students receiving the PP teaching performed significantly better in a summative OSCE, but no difference was seen in analysis of a single station assessing history-taking skills in a patient with back pain. Students felt that the PP teaching improved their ability to elicit information from a patient during the consultation. PPs enjoyed the experience of teaching and felt empowered to self-manage their medical conditions, and were better able to seek medical advice when needed. CONCLUSIONS: Using PPs with back pain to teach medical students has a positive effect on student learning and patient well-being. The feasibility of delivering this programme will depend on faculty resources. The effects on examination performance are small but significant.
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Another article describes the use of a post-training satisfaction questionnaire to help ensure that patient educators felt ready to teach.
“Another article describes the use of a post-training satisfaction questionnaire to help ensure that patient educators felt ready to teach.47”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [47]
When students were taught by a patient teacher in addition to the regular faculty-led sessions, their OSCE scores increased more compared with students participating in the regular curriculum.
“When students were taught by a patient teacher in addition to the regular faculty-led sessions, their OSCE scores increased more compared with students participating in the regular curriculum.47”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [47]
Patient educators with back pain involved in teaching medical students stated their participation improved their confidence in voicing their needs in consultations with physicians.
“and improved confidence in voicing their needs in consultations with physicians.47”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [47]
Patient educators with back pain involved in teaching medical students stated their participation improved the management of their own back pain.
“Patient educators with back pain involved in teaching medical students stated their participation improved the management of their own back pain, and improved confidence in voicing their needs in consultations with physicians.47”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [47]
Patients described a sense of vulnerability to negative and non-appreciative reactions from students.
“Patients also described a sense of vulnerability to negative and non-appreciative reactions from students.40 47”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [47]
Four studies offered reimbursement of patient expenses such as travel, phone or mail costs.
“Four studies offered reimbursement of patient expenses such as travel, phone or mail costs.24 34 47 65”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [47]
Reported financial cost of £2640 for the overall Patient Partners programme.
“and £2640 for the overall Patient Partners programme.47”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [47]
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- Authors
- Haq, I., Fuller, J., & Dacre, J.
- Affiliations
- University College Hospital (GB)
- Corresponding author
- Haq, I.
- ORCID
- Haq, I.
- Venue
- Rheumatology
- Publisher
- Oxford University Press (OUP)
- Published
- 2005-10-25
- Volume
- 45
- Issue
- 4
- Pages
- 430-434
- ISSN
- 1462-0324 (ISSN-L)
- 1462-0332
- OpenAlex
- W2124590256
- Cited by
- 54
- References
- 10
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 6 · 2023: 2 · 2022: 3 · 2021: 2 · 2020: 3 · 2019: 2 · 2018: 2 · 2017: 2 · 2016: 3 · 2015: 2 · 2014: 5 · 2012: 6
- FWCI
- 2.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Lara D. Veeken (publishedVersion)
- PubMed (publishedVersion)
- UCL Discovery (University College London) (submittedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Medicine › Physiology › Simulation-Based Education in Healthcare
- Health Sciences › Medicine › Rehabilitation › Musculoskeletal Disorders and Rehabilitation
- Keywords
- patient partners, back pain, undergraduate medical education, patient education, sciatica, ankylosing spondylitis, OSCE, history-taking skills, patient-physician communication, patient empowerment, patient well-being
- MeSH terms
- Adult, Attitude of Health Personnel, Attitude to Health, Back Pain, Clinical Competence, Communication, Education, Medical, Undergraduate, Educational Measurement, Female, Humans, Male, Middle Aged, Patients, Physician-Patient Relations, Surveys and Questionnaires, Sciatica, Spondylitis, Ankylosing, Students, Medical, Teaching
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