Learning client-centred practice short report: experience of OT students interacting with "expert patients".

BACKGROUND

Client-centered care, a core value of occupational therapy (OT) and the gold standard of health care, presents challenges in practice. Learning client-centered practice (CCP) in health professional education has been linked to use of "expert patients". How this learning occurs was acknowledged as a gap in research.

OBJECTIVES

This article aims to describe OT students' experience interacting with "expert patients"; describe students' learning regarding CCP; identify conditions for learning CCP.

METHODS

MScOT students participated in a qualitative study with the research question: "How does the students' experience interacting with the 'expert patient' relate to learning regarding client-centred practice?" In-depth interviews were conducted with six OT students subsequent to their "expert patient" sessions. Transcripts were analyzed using CAQDAS.

FINDINGS

Students described admiration, discomfort, humility, and gratefulness; learning regarding collaboration; respect for autonomy; and recognition of client expertise. Three coexistent conditions fostered learning regarding CCP: the client is an expert; students experience power; and the environment includes guided reflection/discussion.

CONCLUSION

This study adds to the literature particular conditions that facilitate learning client-centered practice. All stakeholders in health professional education can benefit.