دورية أكاديمية
'We're Back in Control of the Story and We're Not Letting Anyone Take That Away from Us': Patient Teacher Programs as Means for Patient Emancipation
| العنوان: | 'We're Back in Control of the Story and We're Not Letting Anyone Take That Away from Us': Patient Teacher Programs as Means for Patient Emancipation |
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| اللغة: | English |
| المؤلفون: | E. Kangasjarvi (ORCID |
| المصدر: | Advances in Health Sciences Education. 2024 29(2):487-505. |
| 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: | 19 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Medical Students, Medical Education, Patients, Patient Education, Physician Patient Relationship, Program Attitudes, Student Attitudes, Learner Engagement |
| DOI: | 10.1007/s10459-023-10255-6 |
| تدمد: | 1382-4996 1573-1677 |
| مستخلص: | While patient engagement in healthcare professions education (HPE) has significantly increased in the past decades, a theoretical gap remains. What are the varied reasons as to why patients get involved with HPE programs? With a focus on understanding what drives patient involvement with HPE programs, this study examined how a patient as teacher (PAT) program was experienced by medical students, patient teachers, and faculty within a medical school. Through a phenomenographic approach, this study captures and describes the different ways our study participants experienced a PAT program (the 'phenomenon'). 24 semi-structured interviews were conducted in total, comprised of interviews with patient teachers (N = 10), medical students (N = 10) and program facilitators (N = 4) who participated in a PAT program. Our focus was on participants' description of the program and was grounded in their experiences of as well as their beliefs about it. Our findings captured 4 layers representing the qualitatively different (yet interrelated) ways in which participants experienced/perceived and conceptualized the various aspects of their experience with the PAT program: (1) A productive disruption of the learning space; (2) A re-humanization within healthcare; (3) A means of empowerment and agency; (4) A catalyst for change and emancipation. Our outcome space results can be visually illustrated by a nesting "Matryoshka" doll, representing the four layers and depicting the process of uncovering the less conscious layers of sense-making within this phenomenon. HPE programs that are co-produced with patients and actively involve patients as teachers have the potential, but not guarantee, to be emancipatory. To engage in PAT programs that exhibit an emancipatory potential, we need to consider transformative paradigms of education, which are aligned with social change, and disrupt the traditional teacher-learner hierarchy. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1423814 |
| 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/s10459-023-10255-6 |