Developing the role of patients as teachers: literature review
Open accessAbstract
Objectives : To identify the roles and settings in which patients participate as teachers in medical education and the benefits to learners, their educational institutions, and participating patients. Design : Review of publications from 1970 to October 2001 providing descriptions, evaluations, or research of programmes involving patients as teachers in medical education. Data sources : 1848 references were identified from various electronic databases. Applying inclusion criteria to abstracts generated 100 articles, from which 23 were selected after independent scrutiny. Results : 13 articles discussed the role of patients in teaching physical examination skills, mostly musculoskeletal examination. Patients also taught pelvic and male genitorectal examination skills. Teaching roles varied, and 19 articles referred to patients' involvement as assessors. 18 articles described patients' training, with some patients being assessed. Reports of learners' experiences were all positive, many valuing the insights and confidence gained from practising skills on patients in a teaching role. Some learners preferred being taught by trained patients rather than doctors. Patients who were consulted enjoyed their teaching role. Several articles commented on the high quality of patients' teaching. Remuneration varied from payment of expenses to an hourly rate. Motivation for recruiting patients included the desire to reduce costs and the value attributed to the consumers' perspective. Conclusion : Involving patients as teachers has important educational benefits for learners. Patients offer unique qualities that can enhance the acquisition of skills and change attitudes towards patients.
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In recent decades, the involvement of patients in medical education has been advocated for increasingly and has become common practice adopted by reformers of medical education.
“In recent decades, the involvement of patients in medical education has been advocated for increasingly and has become common practice adopted by reformers of medical education.1”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [1]
Towle et al identified different levels of involvement, from paper-based involvement to involvement at the institutional level as codesigners of the medical curriculum in addition to sustained involvement as patient teachers in education, evaluation and curriculum development.
“Towle et al identified different levels of involvement, from paper-based involvement to involvement at the institutional level as codesigners of the medical curriculum in addition to sustained involvement as patient teachers in education, evaluation and curriculum development.1–4”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [1]
Previous reviews addressed only the patient teacher role.
“Previous reviews addressed only the patient teacher role,1”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [1]
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 [1]
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Patients’ Messages as Educators in an Interprofessional Health Education Program
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Innovative use of simulated patients for educational purposes
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Patients’ Engagement in Medical Education
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- Authors
- Wykurz, G., & Kelly, D.
- Affiliations
- University of Westminster (GB)
- Corresponding author
- Wykurz, Geoff
- Venue
- BMJ
- Publisher
- BMJ
- Published
- 2002-10-12
- Volume
- 325
- Issue
- 7368
- Pages
- 818-821
- ISSN
- 0007-1447 (ISSN-L)
- 0959-8138
- 1468-5833
- PMC
- PMC128951
- OpenAlex
- W2133621869
- Cited by
- 289
- References
- 20
- Citations by year
- 2026: 9 · 2025: 7 · 2024: 11 · 2023: 19 · 2022: 20 · 2021: 12 · 2020: 16 · 2019: 8 · 2018: 19 · 2017: 7 · 2016: 13 · 2015: 10 · 2014: 7 · 2013: 13 · 2012: 14
- FWCI
- 5.58
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- www.bmj.com/company/legal-information/terms-conditions/legal-information/tdm-licencepolicy (tdm)
- Locations
- BMJ (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Research Portal (King's College London) (submittedVersion)
- DigitalGeorgetown (Georgetown University Library) (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 › Psychiatry and Mental health › Empathy and Medical Education
- Keywords
- physical examination skills, musculoskeletal examination, pelvic examination, patient training, student experience
- MeSH terms
- Attitude of Health Personnel, Education, Medical, Humans, Motivation, Patient Participation, Teaching, Patient Selection
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