دورية أكاديمية
Patients' Perspectives on Their Motivations for Participating in Non-Clinical Medical Teaching and What They Gain from Their Experience: A Qualitative Study Informed by Critical Theory
| العنوان: | Patients' Perspectives on Their Motivations for Participating in Non-Clinical Medical Teaching and What They Gain from Their Experience: A Qualitative Study Informed by Critical Theory |
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| اللغة: | English |
| المؤلفون: | Julie Massé (ORCID |
| المصدر: | Advances in Health Sciences Education. 2024 29(1):217-243. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Medical Education, Patients, Participation, Teacher Motivation, Teacher Attitudes, Teacher Role, Required Courses, Teaching Methods |
| مصطلحات جغرافية: | Canada |
| DOI: | 10.1007/s10459-023-10262-7 |
| تدمد: | 1382-4996 1573-1677 |
| مستخلص: | In 2019-2021, we engaged in a project aimed at developing, implementing, and evaluating an educational intervention actively involving patient-teachers in undergraduate medical education at Université Laval, Quebec, Canada. Patient-teachers were invited to participate in small group discussion workshops during which medical students deliberate on legal, ethical, and moral issues arising from medical practice. Patients were expected to bring other perspectives, based on their experience with illness and the healthcare system. Little is still known about patients' perspectives on their participation experience in such context. Informed by critical theory, our qualitative study aims to document,: (i) the motivating factors for patients' participation in our intervention; and (ii) what patients gained from the experience. Data collection was based on 10 semi-structured interviews with patient-teachers. A thematic analysis was conducted using NVivo software. Motivators for participation arose from: (i) perceived consistency between patients' individual characteristics and those of the project, and (ii) conceiving the project as a means to reach individual and social goals. What patients gained mainly refers to (1) the appreciation of a positive, enriching, motivating yet uncomfortable and destabilizing experience; (2) a deconstruction of biases against the medical field and critical thinking about their own experience; (3) new knowledge, with a potential impact on their future interactions with the healthcare system. Results reveal patients as non-neutral thinking and knowing subjects, engaged in the participation experience as active teachers and learners. They also highlight the empowering and emancipatory nature of the learning gained through patients' participation experience. These conclusions prompt us to promote transformative interventional approaches that question the pervasive power issues in medical teaching and value patients' specific knowledge in teaching and learning the Art of Medicine. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1416354 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1382-4996 1573-1677 |
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| DOI: | 10.1007/s10459-023-10262-7 |