Challenging the assumption of the passive role of patients in the educational setting of an acute hospital - A Pilot Study

Background: The roles of patients as teachers in the clinical setting have been well documented in the literature. The traditional model of a “passive” role has existed since the time of William Osler. Unprepared patients’ perceptions of their role as teachers of medical students when seen on their own has only been described twice, and in the context of the community clinical setting. The assumption of a passive role of patients in the education of students in hospitals has not been challenged, or their perceptions of that role enquired upon.Objectives : To enquire into patients’ perceptions of their role in the facilitation of students’ learning in the hospital environment and to challenge previous perceptions of the passivity of that role.Method: A pilot questionnaire-based study on 35 patients, utilizing both closed and open free text questions. Questions addressed key issues related to the patient’s role as a teacher identified from previous literature.Results : Themes extracted were that patients felt they were experts in their condition, providers of a real life experience of an illness for the student, facilitators of the development of professional and clinical skills as well as a positive learning environment for the student. The younger male patient was less inclined to think he could help students learn.Conclusions: This pilot study shows that patients feel they have an active role to play in helping students learn in the hospital environment. Facilitating a positive learning environment for students within the acute hospital setting is a new theme not previously found. A follow up qualitative study based on patient interviews will begin soon.