[ { "key": "H3EA8RIM", "version": 2, "library": { "type": "group", "id": 294337, "name": "JDE", "links": { "alternate": { "href": "https://www.zotero.org/groups/jde", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/294337/items/H3EA8RIM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/jde/items/H3EA8RIM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 266743, "username": "RebeccaOling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rebeccaoling", "type": "text/html" } } }, "creatorSummary": "Doucet et al.", "parsedDate": "2013-03", "numChildren": 0 }, "data": { "key": "H3EA8RIM", "version": 2, "itemType": "journalArticle", "title": "Patients' Messages as Educators in an Interprofessional Health Education Program", "creators": [ { "creatorType": "author", "firstName": "Shelley", "lastName": "Doucet" }, { "creatorType": "author", "firstName": "Heidi", "lastName": "Lauckner" }, { "creatorType": "author", "firstName": "Sandy", "lastName": "Wells" } ], "abstractNote": "Background: Patients have traditionally played a passive role in health professional education. Health Mentors Programs are new, innovative interprofessional education initiatives that involve \"health mentors\" (volunteer community patient educators), who share their experiences navigating the healthcare system with an interprofessional team of four health professional students. The purpose of this research was to explore what motivated the patient educators to participate in the Dalhousie Health Mentors Program and what messages they wanted to instill in health professional students. Methods:Data were collected through seven semi-structured focus groups (N = 29) and one individual interview (N = 1), which were recorded and transcribed verbatim. Qualitative inductive thematic analysis was used to identify key themes. Findings: Our study demonstrated that patients want to play an active role in educating health professional students with the hope of improving the healthcare system. The mentors wanted to convey to the students the importance of interprofessional collaboration, understanding patients are people first, listening to patients, and understanding the visible and invisible impacts of living with chronic conditions. Conclusions: If we expect our students to become competent in providing interprofessional, patient-centred care, it is important that we provide opportunities for patients to be actively involved in health professional education, as they have important messages that cannot be taught from a textbook.", "publicationTitle": "Journal of Research in Interprofessional Practice & Education", "publisher": "", "place": "", "date": "March 2013", "volume": "3", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "92-102", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Research in Interprofessional Practice & Education", "DOI": "", "citationKey": "", "url": "http://ezproxy.purchase.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=93580550&site=eds-live", "accessDate": "2014-10-06T15:54:36Z", "PMID": "", "PMCID": "", "ISSN": "19167342", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Focus Groups", "type": 1 }, { "tag": "Health Mentors Program", "type": 1 }, { "tag": "Health professional education", "type": 1 }, { "tag": "INTERPROFESSIONAL education", "type": 1 }, { "tag": "MEDICAL personnel & patient", "type": 1 }, { "tag": "MEDICAL students", "type": 1 }, { "tag": "Messages", "type": 1 }, { "tag": "PATIENT-centered care", "type": 1 }, { "tag": "PATIENTS", "type": 1 }, { "tag": "Patient educators", "type": 1 }, { "tag": "TEAMS in the workplace", "type": 1 } ], "collections": [ "W65XCBC2" ], "relations": {}, "dateAdded": "2014-10-07T18:24:29Z", "dateModified": "2014-10-07T18:24:29Z" } }, { "key": "WH7TD3XE", "version": 2, "library": { "type": "group", "id": 294337, "name": "JDE", "links": { "alternate": { "href": "https://www.zotero.org/groups/jde", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/294337/items/WH7TD3XE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/jde/items/WH7TD3XE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 266743, "username": "RebeccaOling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rebeccaoling", "type": "text/html" } } }, "creatorSummary": "Towle and Godolphin", "parsedDate": "2013-03", "numChildren": 0 }, "data": { "key": "WH7TD3XE", "version": 2, "itemType": "journalArticle", "title": "Patients as educators: Interprofessional learning for patient-centred care", "creators": [ { "creatorType": "author", "firstName": "Angela", "lastName": "Towle" }, { "creatorType": "author", "firstName": "William", "lastName": "Godolphin" } ], "abstractNote": "Background: Patients with chronic conditions have unique expertise that enhances interprofessional education. Although their active involvement in education is increasing, patients have minimal roles in key educational tasks. A model that brings patients and students together for patient-centred learning, with faculty playing a supportive role, has been described in theory but not yet implemented. Aims: To identify issues involved in creating an educational intervention designed and delivered by patients and document outcomes. Method: An advisory group of community members, students and faculty guided development of the intervention (interprofessional workshops). Community educators (CEs) were recruited through community organizations with a healthcare mandate. Workshops were planned by teams of key stakeholders, delivered by CEs, and evaluated by post-workshop student questionnaires. Results: Workshops were delivered by CEs with epilepsy, arthritis, HIV/AIDS and two groups with mental health problems. Roles and responsibilities of planning team members that facilitated control by CEs were identified. Ten workshops attended by 142 students from 15 different disciplines were all highly rated. Workshop objectives defined by CEs and student learning both closely matched dimensions of patient-centredness. Conclusions: Our work demonstrates feasibility and impact of an educational intervention led by patient educators facilitated but not controlled by faculty.", "publicationTitle": "Medical Teacher", "publisher": "", "place": "", "date": "March 2013", "volume": "35", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "219-225", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Medical Teacher", "DOI": "10.3109/0142159X.2012.737966", "citationKey": "", "url": "http://ezproxy.purchase.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=85938319&site=eds-live", "accessDate": "2014-10-06T02:29:02Z", "PMID": "", "PMCID": "", "ISSN": "0142159X", "archive": "", "archiveLocation": "", "shortTitle": "Patients as educators", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "BRITISH Columbia", "type": 1 }, { "tag": "CLINICAL competence", "type": 1 }, { "tag": "HEALTH occupations students", "type": 1 }, { "tag": "INTERDISCIPLINARY approach in education", "type": 1 }, { "tag": "INTERPROFESSIONAL relations", "type": 1 }, { "tag": "MEDICAL personnel & patient", "type": 1 }, { "tag": "MEDICINE -- Study & teaching", "type": 1 }, { "tag": "PATIENT-centered care", "type": 1 }, { "tag": "QUANTITATIVE research", "type": 1 }, { "tag": "QUESTIONNAIRES", "type": 1 }, { "tag": "RESEARCH -- Finance", "type": 1 }, { "tag": "STUDENTS -- Attitudes", "type": 1 }, { "tag": "STUDY & teaching", "type": 1 }, { "tag": "TEACHING methods", "type": 1 }, { "tag": "WORKSHOPS (Adult education)", "type": 1 } ], "collections": [ "W65XCBC2" ], "relations": {}, "dateAdded": "2014-10-07T18:24:29Z", "dateModified": "2014-10-07T18:24:29Z" } }, { "key": "2JVVSSTB", "version": 2, "library": { "type": "group", "id": 294337, "name": "JDE", "links": { "alternate": { "href": "https://www.zotero.org/groups/jde", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/294337/items/2JVVSSTB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/jde/items/2JVVSSTB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 266743, "username": "RebeccaOling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rebeccaoling", "type": "text/html" } } }, "creatorSummary": "E. Renard and Alliot-Licht", "numChildren": 0 }, "data": { "key": "2JVVSSTB", "version": 2, "itemType": "journalArticle", "title": "Study of the impacts of patient-educators on the course of basic sciences in dental studies", "creators": [ { "creatorType": "author", "name": "E. Renard" }, { "creatorType": "author", "firstName": "B.", "lastName": "Alliot-Licht" } ], "abstractNote": "Ever since 2006, Nantes University dental educators have started organising lectures\nled by the mother of a young patient suffering from ectodermic dysplasia (patient-edu-\ncator) to help second-year students to better understand how important it is for their\nfuture dental work to better understand basic sciences. In this study, we have analysed\nthis training experience on students’ motivation. For this purpose, students were asked\nto complete questionnaires 10 days after the patient-educator’s lecture (early assess-\nment;\nn\n=\n193) and 4 years later, during the last year of their dental studies (delayed\nassessment;\nn\n=\n47). Moreover, 3 years after the first lecture, we analysed the ability of\nstudents to diagnose a mother carrying the ectodermic dysplasia genetic disorder, using\na case-based learning exercise with a patient showing dental features similar to those\nexposed by the patient-educator (measure of knowledge;\nn\n=\n42). Ten days after the\nlecture, the early assessment shows that all the students were interested in the lecture\nand 59% of the students declared being motivated to find out more about genetics\nwhilst 54% declared the same thing about embryology courses. Moreover, 4 years later,\n67% of the students remembered the patient-educator’s lecture a little or very well.\nThree years after the course, 83% of the students diagnosed ectodermal dysplasia whilst\nstudying the case-based example that listed typical dental phenotypes. In conclusion,\nthis study shows that this original educational approach enhances dental students’\nmotivation in learning basic sciences and that patient-educators could offer many\nbenefits for students and patients.", "publicationTitle": "European Journal of Dental Education I", "publisher": "", "place": "", "date": "", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/eje.12098", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1111/eje.12098/abstract", "accessDate": "2014-06-12T15:59:28Z", "PMID": "", "PMCID": "", "ISSN": "1396-5883", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "W65XCBC2" ], "relations": {}, "dateAdded": "2014-10-07T18:24:29Z", "dateModified": "2014-10-07T18:24:29Z" } }, { "key": "SRK52CRI", "version": 2, "library": { "type": "group", "id": 294337, "name": "JDE", "links": { "alternate": { "href": "https://www.zotero.org/groups/jde", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/294337/items/SRK52CRI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/jde/items/SRK52CRI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 266743, "username": "RebeccaOling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rebeccaoling", "type": "text/html" } } }, "creatorSummary": "Phillpotts et al.", "parsedDate": "2010-03", "numChildren": 0 }, "data": { "key": "SRK52CRI", "version": 2, "itemType": "journalArticle", "title": "Teaching medical students about chronic disease: patient-led teaching in rheumatoid arthritis", "creators": [ { "creatorType": "author", "firstName": "Clare", "lastName": "Phillpotts" }, { "creatorType": "author", "firstName": "Paul", "lastName": "Creamer" }, { "creatorType": "author", "firstName": "Tanya", "lastName": "Andrews" } ], "abstractNote": "Objectives: To evaluate the effectiveness of patient-led teaching compared with doctor-led teaching, regarding the impact of chronic disease (rheumatoid arthritis [RA]). Methods: A set of learning objectives regarding the impact of RA on patient and family was designed. Students (n = 42) attached to the academy for their musculoskeletal diseases module were randomized to teaching either by a doctor or a patient. Outcome was assessed using a knowledge test, feedback forms and qualitative written interview. Results: In the knowledge test, the groups performed equally. The patient-taught group scored 24.5 ± 3.5 (max 35); the doctor-taught group scored 24.6 ± 4.1 (p > 0.05; NS). Feedback was completed by 40/42 students. Mean scores for the overall grading of teaching (1–5, where 1 = worst, 5 = best) were: patient teaching 4.36 (95% confidence interval [CI] 4.11, 4.61); doctor teaching 3.69 (95% CI 3.52, 3.92).The difference between the average scores was 0.42 (p = 0.005). Qualitative feedback showed recurring themes that students appreciated the personal nature of the patient's teaching, enabling them to understand the impact of the disease on patients and their families. The doctors' teaching was also appreciated, particularly the interactive style and opportunity to participate in role play. Conclusions: We have demonstrated that our patient was at least as good as a doctor at teaching about the impact of chronic disease on patients. Furthermore, this experience is valued by students who appreciate the personal insight that a patient can offer. Copyright © 2010 John Wiley & Sons, Ltd.", "publicationTitle": "Musculoskeletal Care", "publisher": "", "place": "", "date": "March 2010", "volume": "8", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "55-60", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Musculoskeletal Care", "DOI": "", "citationKey": "", "url": "http://ezproxy.purchase.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=49733005&site=eds-live", "accessDate": "2014-10-06T16:08:52Z", "PMID": "", "PMCID": "", "ISSN": "14782189", "archive": "", "archiveLocation": "", "shortTitle": "Teaching medical students about chronic disease", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "CHRONIC diseases", "type": 1 }, { "tag": "EDUCATION", "type": 1 }, { "tag": "MEDICAL students", "type": 1 }, { "tag": "PATIENT-family relations", "type": 1 }, { "tag": "PATIENTS", "type": 1 }, { "tag": "PROGRAM effectiveness (Education)", "type": 1 }, { "tag": "Patient led teaching", "type": 1 }, { "tag": "RHEUMATOID arthritis", "type": 1 }, { "tag": "STUDY & teaching", "type": 1 }, { "tag": "chronic disease", "type": 1 }, { "tag": "medical education", "type": 1 } ], "collections": [ "W65XCBC2" ], "relations": {}, "dateAdded": "2014-10-07T18:24:29Z", "dateModified": "2014-10-07T18:24:29Z" } }, { "key": "8BXS4XB4", "version": 2, "library": { "type": "group", "id": 294337, "name": "JDE", "links": { "alternate": { "href": "https://www.zotero.org/groups/jde", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/294337/items/8BXS4XB4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/jde/items/8BXS4XB4", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/294337/items/43UT5FBF", "type": "application/json" } }, "meta": { "createdByUser": { "id": 266743, "username": "RebeccaOling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rebeccaoling", "type": "text/html" } } } }, "data": { "key": "8BXS4XB4", "version": 2, "parentItem": "43UT5FBF", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2014-10-06T15:53:23Z", "url": "http://ezproxy.purchase.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2012421105&site=eds-live&scope=cite", "note": "", "contentType": "", "charset": "", "tags": [], "relations": {}, "dateAdded": "2014-10-07T18:24:29Z", "dateModified": "2014-10-07T18:24:29Z" } }, { "key": "6KSXGW4A", "version": 2, "library": { "type": "group", "id": 294337, "name": "JDE", "links": { "alternate": { "href": "https://www.zotero.org/groups/jde", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/294337/items/6KSXGW4A", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/jde/items/6KSXGW4A", "type": "text/html" } }, "meta": { "createdByUser": { "id": 266743, "username": "RebeccaOling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rebeccaoling", "type": "text/html" } } }, "creatorSummary": "Solomon", "parsedDate": "2011", "numChildren": 0 }, "data": { "key": "6KSXGW4A", "version": 2, "itemType": "journalArticle", "title": "Student perspectives on patient educators as facilitators of interprofessional education", "creators": [ { "creatorType": "author", "firstName": "Patricia", "lastName": "Solomon" } ], "abstractNote": "Background: There has been increasing interest in the active involvement of patients in the education of health professionals. Few have examined the potential role of patient educators in the facilitation of interprofessional education (IPE).; Aim: This qualitative program evaluation examined students' perceptions of their learning in a patient-facilitated IPE event.; Methods: One hundred and forty two students from physiotherapy, occupational therapy, medicine, and nursing participated in a 2.5-h session in which they interviewed patient educators living with a variety of chronic illnesses about their experiences. Patient educators participated in a 3-h training session prior to the event.; Results: Content analyses of six focus group transcripts (n = 27) and critical incident questionnaires (n = 138) revealed that students felt this was a positive experience, recognized the importance of advocating for their professional role, and valued the interprofessional learning. Students also valued participation from a variety of health professions and felt that IPE should be mandatory for all.; Conclusion: Results suggest that trained patient educators can effectively facilitate interprofessional interactions.;", "publicationTitle": "Medical Teacher", "publisher": "", "place": "", "date": "2011", "volume": "33", "issue": "10", "section": "", "partNumber": "", "partTitle": "", "pages": "851-853", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Medical Teacher", "DOI": "10.3109/0142159X.2010.530703", "citationKey": "", "url": "http://ezproxy.purchase.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=21942483&site=eds-live", "accessDate": "2014-10-06T15:52:20Z", "PMID": "", "PMCID": "", "ISSN": "1466-187X", "archive": "", "archiveLocation": "21942483", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Attitude of Health Personnel", "type": 1 }, { "tag": "Focus Groups", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Interdisciplinary Communication*", "type": 1 }, { "tag": "Interpersonal Relations", "type": 1 }, { "tag": "Learning*", "type": 1 }, { "tag": "Occupational Therapy/education", "type": 1 }, { "tag": "Occupational Therapy/psychology", "type": 1 }, { "tag": "Ontario", "type": 1 }, { "tag": "Patient Education as Topic/*methods", "type": 1 }, { "tag": "Patient-Centered Care/methods", "type": 1 }, { "tag": "Physical Therapy Specialty/education", "type": 1 }, { "tag": "Physician-Patient Relations*", "type": 1 }, { "tag": "Qualitative Research", "type": 1 }, { "tag": "Social Perception*", "type": 1 }, { "tag": "Students, Medical/*psychology", "type": 1 } ], "collections": [ "W65XCBC2" ], "relations": {}, "dateAdded": "2014-10-07T18:24:29Z", "dateModified": "2014-10-07T18:24:29Z" } }, { "key": "83V5SMAZ", "version": 2, "library": { "type": "group", "id": 294337, "name": "JDE", "links": { "alternate": { "href": "https://www.zotero.org/groups/jde", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/294337/items/83V5SMAZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/jde/items/83V5SMAZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 266743, "username": "RebeccaOling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rebeccaoling", "type": "text/html" } } }, "creatorSummary": "Lauckner et al.", "parsedDate": "2012-10", "numChildren": 0 }, "data": { "key": "83V5SMAZ", "version": 2, "itemType": "journalArticle", "title": "Patients as educators: the challenges and benefits of sharing experiences with students", "creators": [ { "creatorType": "author", "firstName": "Heidi", "lastName": "Lauckner" }, { "creatorType": "author", "firstName": "Shelley", "lastName": "Doucet" }, { "creatorType": "author", "firstName": "Sandy", "lastName": "Wells" } ], "abstractNote": "Context: Despite movement towards active patient involvement in the education of health professionals, explorations of the experiences of patient-educators beyond descriptive research are limited.; Objectives: The purpose of this study was to identify the positive and negative factors that contributed to the experiences of patient-educators in a health mentors programme for health professional students at a Canadian university.; Methods:   Semi-structured focus group discussions and individual interviews were used to elicit the experiences of 30 patient-educators with chronic conditions or disabilities, of the 151 involved in the programme. Thematic analysis was used to identify key themes in the participants' experiences.; Results: Study participants spoke of the potential challenges and benefits of sharing their experiences. The main challenge involved in sharing their experiences was potential vulnerability should students not appreciate what was shared. The main benefits were personal learning and making valued contributions. Two factors influenced the participants' sense of whether the potential benefits outweighed the challenges of personal sharing in the programme: monitoring disclosure, and perceived student learning. Participants used the strategy of monitoring their disclosure to limit how much personal information they shared with students. The benefits of participating in the programme outweighed the potential challenges when students were seen to embrace the intended messages of the patient-educators.; Conclusions: The results of this study provide a conceptual framework that can be used to better prepare patient-educators and students for more reciprocal learning interaction.; © Blackwell Publishing Ltd 2012.", "publicationTitle": "Medical Education", "publisher": "", "place": "", "date": "October 2012", "volume": "46", "issue": "10", "section": "", "partNumber": "", "partTitle": "", "pages": "992-1000", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Medical Education", "DOI": "10.1111/j.1365-2923.2012.04356.x", "citationKey": "", "url": "http://ezproxy.purchase.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=22989133&site=eds-live", "accessDate": "2014-10-06T02:28:12Z", "PMID": "", "PMCID": "", "ISSN": "1365-2923", "archive": "", "archiveLocation": "22989133", "shortTitle": "Patients as educators", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Adult", "type": 1 }, { "tag": "Aged", "type": 1 }, { "tag": "Aged, 80 and over", "type": 1 }, { "tag": "Canada", "type": 1 }, { "tag": "Disclosure", "type": 1 }, { "tag": "Education, Medical, Undergraduate/*methods", "type": 1 }, { "tag": "Education, Medical, Undergraduate/standards", "type": 1 }, { "tag": "Female", "type": 1 }, { "tag": "Focus Groups", "type": 1 }, { "tag": "Humans", "type": 1 }, { "tag": "Male", "type": 1 }, { "tag": "Middle Aged", "type": 1 }, { "tag": "Patient Participation/*psychology", "type": 1 }, { "tag": "Patient Participation/methods", "type": 1 }, { "tag": "Patients/*psychology", "type": 1 }, { "tag": "Physician-Patient Relations*", "type": 1 }, { "tag": "Students, Medical/*psychology", "type": 1 }, { "tag": "Teaching/methods", "type": 1 }, { "tag": "Young Adult", "type": 1 } ], "collections": [ "W65XCBC2" ], "relations": {}, "dateAdded": "2014-10-07T18:24:29Z", "dateModified": "2014-10-07T18:24:29Z" } }, { "key": "43UT5FBF", "version": 2, "library": { "type": "group", "id": 294337, "name": "JDE", "links": { "alternate": { "href": "https://www.zotero.org/groups/jde", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/294337/items/43UT5FBF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/jde/items/43UT5FBF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 266743, "username": "RebeccaOling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rebeccaoling", "type": "text/html" } } }, "creatorSummary": "Oswald et al.", "parsedDate": "2014-02", "numChildren": 1 }, "data": { "key": "43UT5FBF", "version": 2, "itemType": "journalArticle", "title": "Patient-centred education: what do students think?", "creators": [ { "creatorType": "author", "firstName": "Anna", "lastName": "Oswald" }, { "creatorType": "author", "firstName": "Joanna", "lastName": "Czupryn" }, { "creatorType": "author", "firstName": "Jeffrey", "lastName": "Wiseman" }, { "creatorType": "author", "firstName": "Linda", "lastName": "Snell" } ], "abstractNote": "Context Medical educators endeavour to foster patient-centred learning. Although studies of patient-educators report general increases in patient-centredness, no formal review of students' reflections on the role of patients in their education has yet been undertaken. Our research questions were: (i) What themes might be identified through a qualitative analysis of students' reflective writing on patient-centred education? (ii) What are common students' perceptions regarding patients as educators? Methods For two academic years, Year 2 pre-clinical students (189 and 167 students, respectively, in each academic year) submitted a 250-word writing assignment in response to one of four questions meant to promote reflection on the role of patients in their education. Using a grounded theory approach, we performed a qualitative analysis of these written reflections for emerging themes. A synthesis of these themes was prepared and was presented for validation and discussion by two focus groups of six and three students, respectively. We analysed the transcripts of the focus group discussions and compared them with results from the analysis of written reflections and used them to further inform and refine our initial thematic framework. Results A total of 356 reflective writing assignments were analysed. The major themes were: (i) students seeing the condition within the context of patients' lives; (ii) patients supporting students' learning; (iii) students recognising patients' needs; (iv) students seeing the patient as a capable part of the team, and (v) students recognising the complexity of practising medicine. The two focus group discussions confirmed these main themes, but placed greater emphasis on the first and second themes. These themes mapped closely to the conceptualisation of patient-centred care defined by the International Alliance of Patients' Organizations. Conclusions Students' reflections on their experiences of patient-educators cover an important and broad range of key concepts in patient-centred care that are well aligned with patient-generated conceptualisations of patient-centred care.", "publicationTitle": "Medical Education", "publisher": "", "place": "", "date": "February 2014", "volume": "48", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "170-180", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Medical Education", "DOI": "10.1111/medu.12287", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0308-0110", "archive": "", "archiveLocation": "", "shortTitle": "Patient-centred education", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Content Analysis", "type": 1 }, { "tag": "Female", "type": 1 }, { "tag": "Focus Groups", "type": 1 }, { "tag": "Funding Source", "type": 1 }, { "tag": "Grounded Theory", "type": 1 }, { "tag": "Human", "type": 1 }, { "tag": "Male", "type": 1 }, { "tag": "Ontario", "type": 1 }, { "tag": "Patient Centered Care -- Education", "type": 1 }, { "tag": "Qualitative Studies", "type": 1 }, { "tag": "Reflection", "type": 1 }, { "tag": "Student Attitudes", "type": 1 }, { "tag": "Students, Medical", "type": 1 }, { "tag": "Writing", "type": 1 } ], "collections": [ "W65XCBC2" ], "relations": {}, "dateAdded": "2014-10-07T18:24:29Z", "dateModified": "2014-10-07T18:24:29Z" } }, { "key": "65FWXFJA", "version": 2, "library": { "type": "group", "id": 294337, "name": "JDE", "links": { "alternate": { "href": "https://www.zotero.org/groups/jde", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/294337/items/65FWXFJA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/jde/items/65FWXFJA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 266743, "username": "RebeccaOling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/rebeccaoling", "type": "text/html" } } }, "creatorSummary": "Jha et al.", "parsedDate": "2009", "numChildren": 0 }, "data": { "key": "65FWXFJA", "version": 2, "itemType": "journalArticle", "title": "Strategies and interventions for the involvement of real patients in medical education: a systematic review", "creators": [ { "creatorType": "author", "firstName": "V", "lastName": "Jha" }, { "creatorType": "author", "firstName": "Nd", "lastName": "Quinton" }, { "creatorType": "author", "firstName": "Hl", "lastName": "Bekker" }, { "creatorType": "author", "firstName": "Te", "lastName": "Roberts" } ], "abstractNote": "OBJECTIVES There is increasing emphasis on encouraging more active involvement of patients in medical education. This is based on the recognition of patients as 'experts' in their own medical conditions and may help to enhance student experiences of real-world medicine. This systematic review provides a summary of evidence for the role and effectiveness of real patient involvement in medical education. METHODS MEDLINE, EMBASE, ERIC, PsychINFO, Sociological Abstracts and CINAHL were searched from the start of the databases to July 2007. Three key journals and reference lists of existing reviews were also searched. Articles published in English and reporting primary empirical research on the involvement of real patients in medical education were included. The synthesis of findings is integrated by narrative structured in such a way to address the research questions. RESULTS A total of 47 articles were included in the review. The majority of studies reported patients in the role of teachers only; others described patient involvement in assessment or curriculum development or in combined roles. Patient involvement was recommended in order to bring the patient voice into education. There were several examples of how to recruit and train patients to perform an educational role. The effectiveness of patient involvement was measured by evaluation studies and reported improvements in skills. CONCLUSIONS There was limited evidence of the long-term effectiveness of patient involvement and issues of ethics, psychological impact and influence on education policy were poorly explored. Future studies should address these issues and should explore the practicalities of sustaining such educational programmes within medical schools.", "publicationTitle": "Medical Education", "publisher": "", "place": "", "date": "2009", "volume": "43", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "10-20", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Medical Education", "DOI": "10.1111/j.1365-2923.2008.03244.x", "citationKey": "", "url": "http://ezproxy.purchase.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2010138741&site=eds-live", "accessDate": "2014-10-06T16:08:32Z", "PMID": "", "PMCID": "", "ISSN": "0308-0110", "archive": "", "archiveLocation": "", "shortTitle": "Strategies and interventions for the involvement of real patients in medical education", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Cross Sectional Studies", "type": 1 }, { "tag": "Data Analysis Software", "type": 1 }, { "tag": "Data Analysis, Statistical", "type": 1 }, { "tag": "Descriptive Statistics", "type": 1 }, { "tag": "Education, Medical -- Trends", "type": 1 }, { "tag": "Funding Source", "type": 1 }, { "tag": "Human", "type": 1 }, { "tag": "Patient Simulation", "type": 1 }, { "tag": "Physician-Patient Relations", "type": 1 }, { "tag": "Teaching Methods -- Evaluation", "type": 1 } ], "collections": [ "W65XCBC2" ], "relations": {}, "dateAdded": "2014-10-07T18:24:29Z", "dateModified": "2014-10-07T18:24:29Z" } } ]