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Patients and students co-develop a resource database.

Lamiah Adamjee1, Cathy Kline1, William Godolphin1

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This summary is machine-generated.

Patients and students collaborated to create a database of online health resources. This patient-centered approach enhances understanding of chronic conditions and supports both student learning and patient care.

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Area of Science:

  • Health professions education
  • Patient advocacy
  • Digital health literacy

Background:

  • Traditional health professional curricula prioritize biological and clinical sciences.
  • Limited resources exist to help students understand chronic conditions from a patient's viewpoint.
  • Patient perspectives are crucial for holistic healthcare training.

Purpose of the Study:

  • To develop a database of patient-recommended online learning resources.
  • To bridge the gap between clinical knowledge and patient lived experiences.
  • To enhance health professional students' understanding of chronic health conditions.

Main Methods:

  • Patients and caregivers nominated 68 online resources (websites, biographies).
  • Resources were categorized and rated by senior health professional students.
  • An interprofessional health mentors program and a Disability Learning Resource planning session informed resource collection.

Main Results:

  • Patients recommended resources to convey lived experiences and highlight advocacy organizations.
  • Students found 40% of resources useful or exceptionally useful.
  • Key characteristics of useful and non-useful resources were identified by students.

Conclusions:

  • Students desire well-organized, easily navigable 'one-stop shop' resources.
  • Valuable resources aid both student knowledge expansion and patient recommendations.
  • Integrating patient-recommended resources can better prepare students for clinical practice and community engagement.