Participating in medical education: views of patients and carers living in deprived communities

• Published in: Medical education Vol. 37; no. 6; pp. 532 - 538
• Main Authors: Jackson, Ann, Blaxter, Loraine, Lewando-Hundt, Gillian
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Science Ltd 01.06.2003; Blackwell; Wiley Subscription Services, Inc
• Subjects: Adolescent; Adult; Aged; Aged, 80 and over; Attitude; attitudes; Caregivers; Child; Child, Preschool; Community Medicine - education; Curriculum subjects: programmes and methods; education; Education, Medical - methods; Educational sciences; Female; Humans; Male; Medical and paramedical education; medical/methods; Middle Aged; Patient Acceptance of Health Care; Patient Participation; Physician-Patient Relations; Poverty Areas; Social Class; socio-economic status; teaching; Teaching - methods; Great Britain; Medicine; Doctor-patient relation; Interpersonal Relation; Higher Education; Deprived
• ISSN: 0308-0110; 1365-2923
• DOI: 10.1046/j.1365-2923.2003.01535.x

Objectives  Active patient involvement in community‐based education is still relatively novel; in particular, the involvement of patients living in socially and economically deprived areas is still unusual. This study explores the views of patients and carers living in deprived areas on their participation in medical education. Design  A total of 36 patients and 18 parents were interviewed at home by Year 1 students undertaking an accelerated 4‐year degree programme. Subsequently, taped interviews using a topic guide were carried out with 18 patients/carers. Their views on their active involvement with medical students are presented here. Results  Most of the patients in this study did not view themselves as teaching the students but considered their role to be more one of partnership, explanation and sharing. They considered that they were the ‘best judges’ of certain aspects of their illness. These aspects related to psychological, social and behavioural issues, which impacted on both themselves and their families. Patients considered these issues to be as important as the medical condition they were diagnosed with. Patients also raised issues concerning the importance of doctors listening to patients. Conclusion  This study showed that patients living in areas of deprivation were positive about being involved in medical education. They considered their personal experience and knowledge of illness to be an important aspect of student learning. They were happy to share this knowledge and they were very keen that doctors should listen to them. The challenge for medical educators is to ensure that this is achieved.