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Arnaud Maury, Alexandre Berkesse, Gilles Lucas

    Sante Publique (Vandoeuvre-Les-Nancy, France)
    |June 20, 2022
    PubMed
    Summary
    This summary is machine-generated.

    Few medical educators involve patients in training, citing lack of time and difficulties in patient selection as key obstacles. Promoting patient engagement requires addressing these challenges to enhance medical education practices.

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    Area of Science:

    • Medical Education
    • Patient Engagement
    • Healthcare Professional Training

    Background:

    • Growing societal support for patient engagement in healthcare.
    • Increasing calls for patient involvement in medical education.
    • Limited objective data on medical educators' current practices and perceived barriers to patient engagement.

    Purpose of the Study:

    • To investigate current medical educator practices concerning patient engagement in medical training.
    • To identify medical educators' expectations regarding patient involvement.
    • To document self-reported obstacles faced by educators in implementing patient engagement.

    Main Methods:

    • Observational, cross-sectional, and monocentric study design.
    • Email survey distributed to 565 academic medical educators at Rennes Medical School in 2019.

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  • Patient engagement levels categorized using Pomey's theoretical framework (data use to co-creation).

    • Main Results:

    • A 23% response rate (N=128) with diverse educator profiles.
    • Only 35 educators reported involving patients; 4 co-created courses.
    • Primary obstacles cited: lack of consideration (60%), patient selection difficulties (36%), and time constraints (21%).

    Conclusions:

    • This study provides the first insights into academic educators' perspectives on patient engagement in medical training.
    • Identified significant obstacles hinder patient involvement in curriculum development and delivery.
    • Findings suggest pathways to promote greater patient engagement in medical education are needed.