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Design my Doctor: a student-led intervention
Helen Anne Nolan1,2, Sarah Pocknell1, Anita Berlin1,3
1University College London Medical School, London, UK.
The Clinical Teacher
|October 23, 2019
Summary
Medical students learned that patients prioritize interpersonal skills and empowerment over solely medical knowledge. The "Design my Doctor" project highlighted the value of unfiltered patient feedback in shaping future healthcare professionals.
Area of Science:
- Medical Education
- Patient Engagement
- Healthcare Priorities
Background:
- Existing patient and public involvement in medical education may not fully utilize the patient voice.
- New approaches are needed to enhance the educational impact of patient perspectives.
Purpose of the Study:
- To describe an educational initiative where medical students engaged with the public to understand healthcare priorities.
- To explore the potential of opportunistic conversations for capturing patient perspectives.
Main Methods:
- The 'Design my Doctor' project involved medical students asking the public about desired doctor qualities.
- 183 public responses were collected via writing and video, analyzed using nominal group technique.
- Analysis focused on identifying public healthcare priorities.
Main Results:
- Key themes identified were 'interpersonal qualities', 'empowering patients', 'medical knowledge', and 'health system'.
- Students found direct patient feedback powerful, realizing 'medical knowledge' was not the sole priority.
- Learners identified specific areas for curriculum integration.
Conclusions:
- Interventions like 'Design my Doctor' can help medical educators foster student engagement with patient feedback.
- Proactively seeking and reflecting on patient input is crucial for medical training.
- This approach enhances the significance of patient-centered care education.
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