Ahuja Alka S, Williams Richard
Gwent Healthcare NHS Trust, Ty Bryn Unit, St Cadoc's Hospital, Caerleon, Newport, UK.
Curr Opin Psychiatry. 2005 Jul;18(4):374-80. doi: 10.1097/01.yco.0000172054.25284.bb.
We summarize and discuss recent work that highlights the role of patients and carers in educating practitioners in the light of earlier findings.
In today's National Health Services in the UK, a changing value base is emerging based on the participation of practitioners, patients and carers, with each group contributing to the education and training of healthcare professionals. The role of patients and carers in education is changing as the value of their experience and expertise is acknowledged. Now professionals are more actively recognizing that service users can contribute usefully to teaching in more unique ways, as 'experts' in their illness. They bring different perspectives and ways of thinking that can instill a new dimension to delivering healthcare services and training. Their expertise is defined by experience, and this different perspective gives them a unique role in teaching. They represent a potential teaching resource for medical education that is grossly underutilized.
Patients and carers are experts in their particular circumstances and blending their expertise with that of professionals is likely to contribute to the best outcome in a particular situation. They are a valuable resource as potential teachers at all stages of medical education.
根据早期研究结果，我们总结并讨论近期强调患者及护理人员在教育从业者方面作用的相关工作。
在当今英国的国民医疗服务体系中，基于从业者、患者及护理人员的参与，一种不断变化的价值基础正在形成，每个群体都为医疗专业人员的教育与培训做出贡献。随着患者及护理人员经验和专业知识的价值得到认可，他们在教育中的角色正在发生变化。现在，专业人员更积极地认识到，服务使用者作为自身疾病的“专家”，能够以更独特的方式为教学做出有益贡献。他们带来不同的观点和思维方式，可为提供医疗服务及培训注入新的维度。他们的专业知识由经验界定，这种不同的视角赋予了他们在教学中独特的角色。他们是医学教育中一种严重未被充分利用的潜在教学资源。
患者及护理人员在其特定情况下是专家，将他们的专业知识与专业人员的专业知识相结合，可能会在特定情况下促成最佳结果。他们作为医学教育各阶段潜在教师是宝贵的资源。
