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      Medical students’ perspective on incorporating a rheumatology expert patient program in their curriculum: a cross-sectional survey-based study


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          To evaluate the rheumatic diseases patient expert program and assess the students’ perspective on its implementation into the medical school’s curriculum. During the 4th year, small groups of medical students participated in a 2-h session with a rheumatic disease patient expert and a rheumatologist. The students had the opportunity to learn about the patient’s journey, manifestations, shared thoughts, and asked questions. The patient demonstrated the hand musculoskeletal exam. At the end of the academic year, an online survey was sent to 88 students and they were asked to fill out a 19-item questionnaire using a Likert-scale response. The voluntary response rate was 67%, and 64.4% were females. Overall, most participants had a favorable experience with the program (strongly agree/agree response). 93% were satisfied with the communication they had with the patient, 93% felt the patient was active in their teaching, and 89% were engaged in meaningful learning. The vast majority of the students would recommend the program to their fellow students and they strongly believe that it should be a part of the medical school’s curriculum. The findings of this study indicate the patient expert program is a novel educational activity that had a favorable impact on medical students’ education and a positive perspective of implementing it to the medical school curriculum. The program’s implementation will raise awareness for RMD, attract more students in the field of rheumatology, and promote the patient-centered care approach.

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          Most cited references17

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          The REDCap consortium: Building an international community of software platform partners

          The Research Electronic Data Capture (REDCap) data management platform was developed in 2004 to address an institutional need at Vanderbilt University, then shared with a limited number of adopting sites beginning in 2006. Given bi-directional benefit in early sharing experiments, we created a broader consortium sharing and support model for any academic, non-profit, or government partner wishing to adopt the software. Our sharing framework and consortium-based support model have evolved over time along with the size of the consortium (currently more than 3200 REDCap partners across 128 countries). While the "REDCap Consortium" model represents only one example of how to build and disseminate a software platform, lessons learned from our approach may assist other research institutions seeking to build and disseminate innovative technologies.
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            Active patient involvement in the education of health professionals.

            Patients as educators (teaching intimate physical examination) first appeared in the 1960s. Since then, rationales for the active involvement of patients as educators have been well articulated. There is great potential to promote the learning of patient-centred practice, interprofessional collaboration, community involvement, shared decision making and how to support self-care. We reviewed and summarised the literature on active patient involvement in health professional education. A synthesis of the literature reveals increasing diversity in the ways in which patients are involved in education, but also the movement's weaknesses. Most initiatives are 'one-off' events and are reported as basic descriptions. There is little rigorous research or theory of practice or investigation of behavioural outcomes. The literature is scattered and uses terms (such as 'patient'!) that are contentious and confusing. We propose future directions for research and development, including a taxonomy to facilitate dialogue, an outline of a research strategy and reference to a comprehensive bibliography covering all health and human services.
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              Patient-oriented learning: a review of the role of the patient in the education of medical students.

              To explore the contribution patients can make to medical education from both theoretical and empirical perspectives, to describe a framework for reviewing and monitoring patient involvement in specific educational situations and to generate suggestions for further research. Literature review. Direct contact with patients can be seen to play a crucial role in the development of clinical reasoning, communication skills, professional attitudes and empathy. It also motivates through promoting relevance and providing context. Few studies have explored this area, including effects on the patients themselves, although there are examples of good practice in promoting more active participation. The Cambridge framework is a tool for evaluating the involvement of patients in the educational process, which could be used by curriculum planners and teachers to review and monitor the extent to which patients are actively involved. Areas for further research include looking at the 'added value' of using real, as opposed to simulated, patients; more work on outcomes for patients (other than satisfaction); the role of real patients in assessment; and the strengths and weaknesses of different models of patient involvement.

                Author and article information

                Rheumatol Int
                Rheumatol Int
                Rheumatology International
                Springer Berlin Heidelberg (Berlin/Heidelberg )
                9 March 2022
                : 1-5
                [1 ]GRID grid.6603.3, ISNI 0000000121167908, Department of Medicine, Division of Rheumatology, , University of Cyprus Medical School, ; Palaios Dromos Lefkosias/Lemesou, 215/6, Nicosia, Cyprus
                [2 ]GRID grid.6603.3, ISNI 0000000121167908, University of Cyprus Medical School, ; Palaios Dromos Lefkosias/Lemesou, 215/6, Nicosia, Cyprus
                [3 ]Cyprus League Against Rheumatism, Nicosia, Cyprus
                Author information
                © The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature 2022

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

                : 20 December 2021
                : 21 February 2022
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                patient expert,medical education,rheumatic diseases,curriculum,communication skills,patients,teaching,medical students


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