Sjim Romme - PhD Project data for study 2

<B>Title</B><BR> Involving patients in undergraduate health professions education: What’s in it for them?<BR><BR> <B>Abstract </B><BR> <I>Objectives </I><BR> Patients have become more involved in research, policy, and health professions education. They are involved in teaching students competencies required for person-centred care, but patient benefits have not received proper attention. This exploratory study identifies how patient involvement in health professions education helps patients to practice self-management and shared decision-making. <BR><BR> <I>Methods </I><BR> Individual interviews were conducted with patients (hereafter ‘experts by experience’) (N=11) who participated in the Patient As a Person Module, organised for health professions students in The Netherlands. Additionally, one of their healthcare professionals (N=10) and family members (N=9) were interviewed. Directed content analysis was used. <BR><BR> <I>Results </I><BR> Participants reported that sharing lived experiences helped experts by experience to reflect on their preferences regarding health and healthcare, accept their changed selves, and obtain a renewed sense of purpose. They reported gaining insight into healthcare professionals' perspectives, which yielded more equal healthcare professional-patient relationships. <BR><BR> <I>Conclusions </I><BR> Sharing their lived experiences with health and health care with students could help patients practise effective self-management and participate in shared decision-making. <BR><BR> <I>Practice implications </I><BR> Approaching patient involvement in health professions education from both the perspectives of students and experts by experience, as opposed to students alone, optimises its societal impact. <BR><BR> <B>Data index</B><BR> All thirty transcripts as well as the coding are documented in one single file which can be opened in Atlas.ti.<BR><BR>