Cited by 289Innovations in Medical EducationSimulation-Based Education in HealthcareEmpathy and Medical Education

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Developing the role of patients as teachers: literature review

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Wykurz, Geoff, Kelly, Diana·2002·BMJ

DOI 10.1136/bmj.325.7368.818PMC PMC128951

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Abstract

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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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
DOI: 10.1136/bmj.325.7368.818
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: Social Sciences › Education › Innovations in Medical Education
Social Sciences › Education › 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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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Developing the role of patients as teachers: literature review

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