Patients as experts in the illness experience: Implications for the ethics of patient involvement in health professions education.
cultural diversity
ethics
expert patients
medical education
patient engagement
patient participation
Journal
Journal of evaluation in clinical practice
ISSN: 1365-2753
Titre abrégé: J Eval Clin Pract
Pays: England
ID NLM: 9609066
Informations de publication
Date de publication:
10 2022
10 2022
Historique:
revised:
23
02
2022
received:
22
02
2022
accepted:
24
02
2022
pubmed:
12
3
2022
medline:
28
9
2022
entrez:
11
3
2022
Statut:
ppublish
Résumé
In response to calls to increase patient involvement in health professions education (HPE), educators are inviting patients to play a range of roles in the teaching of clinical trainees. However, there are concerns that patients involved in educational programs are seen as representing a demographic larger than themselves: their disease, their social group or even patients as a whole. This leads to difficult ethical challenges related to representation, including problems of tokenistic inclusion and of inadvertently essentializing marginalized groups. We propose that conceptualizing patients as experts in their illness experience can help resolve these dilemmas of representation equitably and effectively. Just as clinical experts are involved in HPE to share their expertise and represent their clinical experience, so too should patients be invited to participate in HPE explicitly for their expertise in their illness experience. This framing clarifies the goals of patient involvement as technocratic rather than tokenistic, mandates meaningful contributions by patients, and helps frame patient involvement for learners as the presentation of expert perspectives.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
794-800Informations de copyright
© 2022 John Wiley & Sons Ltd.
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