Sawatzky Bonita, Kline Cathy
Department of Orthopaedics, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada.
Patient & Community Partnership for Education, Office of UBC Health, The University of British Columbia, Vancouver, British Columbia, Canada.
Clin Teach. 2025 Aug;22(4):e70147. doi: 10.1111/tct.70147.
Our university offers an interprofessional program to medical students in Year 1 of a 4-year undergraduate medical program: Health professional students learn from a health mentor-someone living with a chronic condition. This helps foster patient-centredness, empathy and communication skills. Long-term assessment of patient involvement in medical education is rare; thus, this study explores the lasting effects of 3-year post-program at entry-to-practice.
We conducted a case-based study of fourth-year medical students to evaluate the impact of learning from patients in the Health Mentors Program (HMP). Students analysed a video case of a person with cerebral palsy who fell at home and created a care plan. We compared students who participated in the HMP with those who did not, assessing how often they considered the patient's and caregiver's perspectives, the number of diagnostic tests ordered and referrals to other professionals and community services.
T-tests showed that HMP students significantly prioritised the patient's and caregiver's voices (p = 0.014, Cohen's d = 0.6) and ordered fewer diagnostic tests than non-HMP students (p = 0.001, Cohen's d = 3.3). However, there were no significant differences in medical consults, referrals to allied health professionals or community services.
This was the first, limited attempt to use case-based assessments to measure the long-term impact of patient-centred learning. Integrating patient perspectives into preclinical education may enhance students' ability to work collaboratively with patients in care planning. Designing structured assessments around patient-centred care can help ensure that students retain and apply these skills in their clinical careers.
我们大学为四年制本科医学课程一年级的医学生提供了一个跨专业项目：健康专业学生向健康导师学习，健康导师是患有慢性病的人。这有助于培养以患者为中心的理念、同理心和沟通技巧。对患者参与医学教育的长期评估很少见；因此，本研究探讨了该项目结束三年后对学生进入实习阶段的持久影响。
我们对四年级医学生进行了一项基于案例的研究，以评估在健康导师项目（HMP）中向患者学习的影响。学生们分析了一个在家中摔倒的脑瘫患者的视频案例，并制定了护理计划。我们将参加HMP的学生与未参加的学生进行了比较，评估他们考虑患者和护理人员观点的频率、开出的诊断测试数量以及转介给其他专业人员和社区服务的情况。
t检验表明，HMP学生显著优先考虑患者和护理人员的意见（p = 0.014，科恩d值 = 0.6），并且与非HMP学生相比，开出的诊断测试更少（p = 0.001，科恩d值 = 3.3）。然而，在医疗咨询、转介给专职医疗人员或社区服务方面没有显著差异。
这是首次使用基于案例的评估来衡量以患者为中心的学习的长期影响的有限尝试。将患者观点纳入临床前教育可能会提高学生在护理计划中与患者协作的能力。围绕以患者为中心的护理设计结构化评估有助于确保学生在临床职业生涯中保留并应用这些技能。
