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Nomenclature of real patients in health professional education by role and engagement: a narrative literature review
RESEARCH PROBLEM: Real patients living with a disease and engaged in the education of healthcare professionals are referred to by different terms. To address this, A.Towle proposed a draft taxonomy. OBJECTIVE: Our objective is to extract from the literature the definitions given for the following te...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Canadian Medical Education Journal
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9588179/ https://www.ncbi.nlm.nih.gov/pubmed/36310908 http://dx.doi.org/10.36834/cmej.72429 |
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author | Burnier, Isabelle Northrop, Grace Fotsing, Salomon |
author_facet | Burnier, Isabelle Northrop, Grace Fotsing, Salomon |
author_sort | Burnier, Isabelle |
collection | PubMed |
description | RESEARCH PROBLEM: Real patients living with a disease and engaged in the education of healthcare professionals are referred to by different terms. To address this, A.Towle proposed a draft taxonomy. OBJECTIVE: Our objective is to extract from the literature the definitions given for the following terms: (1) patient educator, (2) patient instructor, (3) patient mentor, (4) partner patient, (5) patient teacher, (6) Volunteer Patient in order to clearly identify their roles and level of engagement. METHODS: The literature search was carried out in Medline, CINAHL, PsychInfo and Eric by adding medical education or healthcare professional to our previously identified keywords to ensure that it is indeed literature dealing with real patients’ involvement in the education of healthcare professionals. RESULTS: Certain terms refer to real and simulated patients. Roles are more or less well described but may refer to multiple terms. The notion of engagement is discussed, but not specifically. CONCLUSION: Explicitly defining the terms used according to the task descriptions and level of engagement would help contribute to Towle’s taxonomy. Real patients would thus feel more legitimately involved in health professional education. |
format | Online Article Text |
id | pubmed-9588179 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Canadian Medical Education Journal |
record_format | MEDLINE/PubMed |
spelling | pubmed-95881792022-10-28 Nomenclature of real patients in health professional education by role and engagement: a narrative literature review Burnier, Isabelle Northrop, Grace Fotsing, Salomon Can Med Educ J Reviews, Theoretical Papers, and Meta Analyses RESEARCH PROBLEM: Real patients living with a disease and engaged in the education of healthcare professionals are referred to by different terms. To address this, A.Towle proposed a draft taxonomy. OBJECTIVE: Our objective is to extract from the literature the definitions given for the following terms: (1) patient educator, (2) patient instructor, (3) patient mentor, (4) partner patient, (5) patient teacher, (6) Volunteer Patient in order to clearly identify their roles and level of engagement. METHODS: The literature search was carried out in Medline, CINAHL, PsychInfo and Eric by adding medical education or healthcare professional to our previously identified keywords to ensure that it is indeed literature dealing with real patients’ involvement in the education of healthcare professionals. RESULTS: Certain terms refer to real and simulated patients. Roles are more or less well described but may refer to multiple terms. The notion of engagement is discussed, but not specifically. CONCLUSION: Explicitly defining the terms used according to the task descriptions and level of engagement would help contribute to Towle’s taxonomy. Real patients would thus feel more legitimately involved in health professional education. Canadian Medical Education Journal 2022-09-01 /pmc/articles/PMC9588179/ /pubmed/36310908 http://dx.doi.org/10.36834/cmej.72429 Text en © 2022 Burnier, Northrop, Fotsing; licensee Synergies Partners. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an Open Journal Systems article distributed under the terms of the Creative Commons Attribution License. (https://creativecommons.org/licenses/by-nc-nd/4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/) ) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is cited. |
spellingShingle | Reviews, Theoretical Papers, and Meta Analyses Burnier, Isabelle Northrop, Grace Fotsing, Salomon Nomenclature of real patients in health professional education by role and engagement: a narrative literature review |
title | Nomenclature of real patients in health professional education by role and engagement: a narrative literature review |
title_full | Nomenclature of real patients in health professional education by role and engagement: a narrative literature review |
title_fullStr | Nomenclature of real patients in health professional education by role and engagement: a narrative literature review |
title_full_unstemmed | Nomenclature of real patients in health professional education by role and engagement: a narrative literature review |
title_short | Nomenclature of real patients in health professional education by role and engagement: a narrative literature review |
title_sort | nomenclature of real patients in health professional education by role and engagement: a narrative literature review |
topic | Reviews, Theoretical Papers, and Meta Analyses |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9588179/ https://www.ncbi.nlm.nih.gov/pubmed/36310908 http://dx.doi.org/10.36834/cmej.72429 |
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