A qualitative study of patients’ and caregivers’ perspectives on educating healthcare providers

Background: Patients/caregivers can be actively involved in the education of healthcare providers (HCPs). The purpose of this study was to explore patients'/caregivers' perspectives on their involvement and roles in the education of HCPs. Methods: We invited patients/caregivers to part...

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Autores principales:	Holly Adam, Catherine Giroux, Kaylee Eady, Katherine Moreau
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2021
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/35c02d9c27c547d7ba461574f52e85a8
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spelling	oai:doaj.org-article:35c02d9c27c547d7ba461574f52e85a82021-12-01T22:35:40ZA qualitative study of patients’ and caregivers’ perspectives on educating healthcare providers10.36834/cmej.715411923-1202https://doaj.org/article/35c02d9c27c547d7ba461574f52e85a82021-09-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/71541https://doaj.org/toc/1923-1202 Background: Patients/caregivers can be actively involved in the education of healthcare providers (HCPs). The purpose of this study was to explore patients'/caregivers' perspectives on their involvement and roles in the education of HCPs. Methods: We invited patients/caregivers to participate in one-on-one semi-structured interviews. We analyzed the interview data using conventional content analysis to identify themes. Results: In terms of patient/caregiver involvement in the education of HCPs, we identified that patients/caregivers perceive that it: (a) is challenging because of power-differentials between themselves and HCPs; (b) requires patient training; (c) needs to start early in HCPs’ education processes; (d) can improve patient-HCP partnerships, and (e) requires compensation for patients. With regards to the roles that patients can play in educating HCPs, we found that patients/caregivers want to: (a) teach HCPs about patients’ expectations, experiences and perspectives through case studies, storytelling, and educational research; (b) provide direct feedback to HCPs, and (c) advise on curricula development and admission boards for HCPs. Conclusions: Understanding patients’/caregivers’ perspectives on this topic can help educational leaders and HCPs improve active patient/caregiver involvement in the education of HCPs. We need to listen to patients’/caregivers’ voices in order to make effective changes in current and future health professions education. Holly AdamCatherine GirouxKaylee EadyKatherine MoreauCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Holly Adam Catherine Giroux Kaylee Eady Katherine Moreau A qualitative study of patients’ and caregivers’ perspectives on educating healthcare providers
description	Background: Patients/caregivers can be actively involved in the education of healthcare providers (HCPs). The purpose of this study was to explore patients'/caregivers' perspectives on their involvement and roles in the education of HCPs. Methods: We invited patients/caregivers to participate in one-on-one semi-structured interviews. We analyzed the interview data using conventional content analysis to identify themes. Results: In terms of patient/caregiver involvement in the education of HCPs, we identified that patients/caregivers perceive that it: (a) is challenging because of power-differentials between themselves and HCPs; (b) requires patient training; (c) needs to start early in HCPs’ education processes; (d) can improve patient-HCP partnerships, and (e) requires compensation for patients. With regards to the roles that patients can play in educating HCPs, we found that patients/caregivers want to: (a) teach HCPs about patients’ expectations, experiences and perspectives through case studies, storytelling, and educational research; (b) provide direct feedback to HCPs, and (c) advise on curricula development and admission boards for HCPs. Conclusions: Understanding patients’/caregivers’ perspectives on this topic can help educational leaders and HCPs improve active patient/caregiver involvement in the education of HCPs. We need to listen to patients’/caregivers’ voices in order to make effective changes in current and future health professions education.
format	article
author	Holly Adam Catherine Giroux Kaylee Eady Katherine Moreau
author_facet	Holly Adam Catherine Giroux Kaylee Eady Katherine Moreau
author_sort	Holly Adam
title	A qualitative study of patients’ and caregivers’ perspectives on educating healthcare providers
title_short	A qualitative study of patients’ and caregivers’ perspectives on educating healthcare providers
title_full	A qualitative study of patients’ and caregivers’ perspectives on educating healthcare providers
title_fullStr	A qualitative study of patients’ and caregivers’ perspectives on educating healthcare providers
title_full_unstemmed	A qualitative study of patients’ and caregivers’ perspectives on educating healthcare providers
title_sort	qualitative study of patients’ and caregivers’ perspectives on educating healthcare providers
publisher	Canadian Medical Education Journal
publishDate	2021
url	https://doaj.org/article/35c02d9c27c547d7ba461574f52e85a8
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A qualitative study of patients’ and caregivers’ perspectives on educating healthcare providers

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