Integrating of patients as teachers in medical schools

Abstract

In a social context supportive of patient engagement throughout society, many scientific claims are in favour of developing patient engagement in medical education. However, few studies have objectively investigated current practices and the obstacles to patient engagement from the point of view of medical educators. This study aimed at investigating medical educators' practices regarding patient engagement, and their expectations and self reported obstacles. This study's design wasobservational, cross-sectional and monocentered. Survey responses were queried by email from 565academic medical educators at theRennes Medical School in 2019. Patient engagement was ranked in four levels based on Pomey's theoretical frame, ranging from use of health data to cocreation of training programs. The response rate was 23% (N=128). The educator's profiles were diverse in age, specialty and status. 35declared involving patients in their teachings, 4 of them declared cocreating courses with the patients. The remaining 93educators did not involve patients in their course and reported some obstacles. The main obstacles were: never thought about it (60%), difficulties selecting the patient (36%) and lack of time (21%). The patient's role as a teacher was not disregarded. This first study about academic educator's perspectives toward patient engagement in medical training identified obstacles and pathways to promote patient engagement.