Abstract
BackgroundThe ‘patient’s voice’ is increasingly emphasised in educational strategies. However, much of this has focused on patients who have been recruited to have a primary educational role. Students also benefit from interaction with ‘real-time’ patients who attend the clinical settings with diverse health problems. The involvement of these patients does not usually extend to having an active part in the learning encounter, where the patient completes a potential triadic relationship with the clinical teacher and student.AimTo identify ways to enhance the active participation of ‘real-time’ patients in medical students’ training.MethodFocus groups were conducted with patients, who were selected purposively from an earlier questionnaire survey. The discussions were audiorecorded, transcribed, and analysed using thematic analysis.ResultsA total of twenty-three participants attended four focus groups in general practices across the North East of England. Patient involvement in medical education may be described using Communities of Practice theory. Patients’ role within the educational Community of Practice is mainly peripheral. Factors affecting their active involvement may operate at the micro level (individual teaching consultation), organisational level, or within the NHS. Issues identified include patients’ awareness about medical education, ambiguity about their role, attitude of the doctor, and processes for consent and feedback.ConclusionThis research has provided insights into patients’ perspectives towards their involvement in medical education. The data may provide evidence for a practical framework to encourage and prepare patients to play an active role in educational processes.
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