A scoping review of patient-led teaching of health professions students

Brandon Stretton; Stephen Bacchi; Josephine Thomas

doi:10.1111/imj.16066

A scoping review of patient-led teaching of health professions students

Intern Med J. 2023 Apr;53(4):629-634. doi: 10.1111/imj.16066.

Authors

Brandon Stretton^{1

2}, Stephen Bacchi^{1

2}, Josephine Thomas^{1

2}

Affiliations

¹ Adelaide Medical School, University of Adelaide, Adelaide, South Australia, Australia.
² Central Adelaide Local Health Network, Adelaide, South Australia, Australia.

PMID: 37186360
DOI: 10.1111/imj.16066

Abstract

Patients with chronic health conditions may become experts in their own conditions. Thus, utilising patients as teachers, with autonomy over taught content, may better prepare students to deliver patient-centred care. A scoping review following Arksey and O'Malley and Joanna Briggs Institute framework was performed. A total of 2162 articles were identified and 28 unique studies were included. Patient teacher programmes range from single, short 1- to 2-h tutorials to longitudinal community-based programmes. These programmes are mutually beneficial for students, improving awareness of all patient-centred domains, and patients feel empowered by their roles in education.

Keywords: collaboration; education; interprofessional learning; partnership; patient; patient-centred care.

Publication types

Scoping Review

MeSH terms

Cooperative Behavior*
Curriculum*
Educational Status
Health Occupations
Humans
Students