Department of Family and Emergency Medicine, Faculty of Medicine, Université Laval, Quebec, Canada.
VITAM, Centre de recherche en santé durable, Quebec, Canada.
Can Med Educ J. 2023 Sep 8;14(4):47-69. doi: 10.36834/cmej.73630. eCollection 2023 Sep.
To train physicians who will respond to patients' evolving needs and expectations, medical schools must seek educational strategies to foster the development of non-technical competencies in students. This article aims to synthetize studies that focus on patient engagement in medical training as a promising strategy to foster the development of those competencies.
We conducted a rapid review of the literature to synthetize primary quantitative, qualitative and mixed studies (January 2000-January 2022) describing patient engagement interventions in medical education and reporting non-technical learning outcomes. Studies were extracted from Medline and ERIC. Two independent reviewers were involved in study selection and data extraction. A narrative synthesis of results was performed.
Of the 3875 identified, 24 met the inclusion criteria and were retained. We found evidence of a range of non-technical educational outcomes (e. g. attitudinal changes, new knowledge and understanding). Studies also described various approaches regarding patient recruitment, preparation, and support and participation design (e.g., contact duration, learning environment, patient autonomy, and format). Some emerging practical suggestions are proposed.
Our results suggest that patient engagement in medical education can be a valuable means to foster a range of non-technical competencies, as well as formative and critical reflexivity. They also suggest conditions under which patient engagement practices can be more efficient in fostering non-instrumental patient roles in different educational contexts. This supports a plea for sensible and responsive interventional approaches.
为了培养能够满足患者不断变化的需求和期望的医生，医学院校必须寻求教育策略，以培养学生的非技术能力。本文旨在综合关注患者参与医学培训作为培养这些能力的有前途策略的研究。
我们对文献进行了快速综述，以综合主要的定量、定性和混合研究（2000 年 1 月至 2022 年 1 月），描述医学教育中的患者参与干预措施，并报告非技术学习成果。研究从 Medline 和 ERIC 中提取。两名独立的审查员参与了研究选择和数据提取。对结果进行了叙述性综合。
在 3875 项中，有 24 项符合纳入标准并被保留。我们发现了一系列非技术教育成果的证据（例如态度变化、新知识和理解）。研究还描述了各种关于患者招募、准备、支持和参与设计的方法（例如，接触时间、学习环境、患者自主权和格式）。提出了一些新的实用建议。
我们的结果表明，患者参与医学教育可以是培养一系列非技术能力的有价值的手段，以及形成性和批判性反思。它们还表明了在不同教育背景下，患者参与实践在培养非工具性患者角色方面更有效的条件。这支持了明智和响应性干预措施的呼吁。
