Cheng Phoebe T M, Towle Angela
a Faculty of Medicine , University of British Columbia , Vancouver , Canada.
Med Teach. 2017 Mar;39(3):308-314. doi: 10.1080/0142159X.2017.1270426. Epub 2016 Dec 26.
Benefits of the active involvement of patients in educating health professionals are well-recognized but little is known about how patient educators facilitate student learning.
This exploratory qualitative study investigated the teaching practices and experiences that prepared patient educators for their roles in a longitudinal interprofessional Health Mentors program. Semi-structured interviews were conducted with eleven experienced health mentors. Responses were coded and analyzed for themes related to teaching goals, methods, and prior experiences.
Mentors used a rich variety of teaching methods to teach patient-centeredness and interprofessionalism, categorized as: telling my story, stimulating reflection, sharing perspectives, and problem-solving. As educators they drew on a variety of prior experiences with teaching, facilitation or public speaking and long-term interactions with the health-care system.
Patient educators use diverse teaching methods, drawing on both individualistic and social perspectives on learning. A peer-support model of training and support would help maintain the authenticity of patients as educators. The study highlights inadequacies of current learning theories to explain how patients help students learn.
患者积极参与对卫生专业人员的教育，其益处已得到广泛认可，但对于患者教育者如何促进学生学习却知之甚少。
这项探索性定性研究调查了为患者教育者在一项纵向跨专业健康导师项目中担任其角色所做准备的教学实践和经历。对11名经验丰富的健康导师进行了半结构化访谈。对回答进行编码，并分析与教学目标、方法和既往经历相关的主题。
导师们运用了丰富多样的教学方法来传授以患者为中心和跨专业协作，这些方法可分为：讲述我的故事、激发反思、分享观点和解决问题。作为教育者，他们借鉴了各种教学、促进或公开演讲方面的既往经历以及与医疗保健系统的长期互动。
患者教育者运用多种教学方法，借鉴了学习的个人主义和社会视角。同伴支持的培训和支持模式将有助于保持患者作为教育者的真实性。该研究凸显了当前学习理论在解释患者如何帮助学生学习方面的不足。
