A theoretical systematic review of patient involvement in health and social care education

Abstract

Patient involvement in health and social care education lacks theoretical underpinning, despite increasing calls for rigour. Theories help explain how learning is advanced and offer guidance for how faculty work with patients who become involved in curriculum delivery. We conducted a systematic review to synthesise how theory shapes our understanding of patient involvement in health and social care education. Three databases were systematically searched. Studies demonstrating explicit and high-quality application of theory to patient involvement in teaching and learning or involvement within a community of health and social care educators, were included. A narrative synthesis was undertaken using Activity Theory as an analytical lens to highlight the multifaceted components of patient involvement in professional education. Seven high-quality, theoretically underpinned studies were included. Four studies applied theory to pedagogy, showing how deep learning from patient involvement occurred. Despite a growing body of studies which attempt to use theory to explain learning, many were descriptive, lacked theoretical quality and were therefore excluded. Three studies applied theory to illuminate the complexity of involving patients in the educational system, showing how patients can be supported and valued in teaching roles. This review highlights that more work is required to identify the mechanisms through which patient involvement enhances learning and, to explore what involvement within the education community means for faculty and patients. Our understandings of patient-educator partnerships for learning could be progressed by further high-quality theory driven studies, which include the patient voice.

Public participation in healthcare students' education: An umbrella review

“…Enhanced communication and interpersonal skills were reported in 16 articles 4,14–22,24–26,29,31,32 . Students demonstrated improved communication skills and stronger self‐confidence and critical thinking when communicating with patients 31 .…”

“…Ten articles reported that public engagement in healthcare students' education resulted in shared decision‐making and more collaborative care 4,14–18,20,28,30,32 . Shared decision‐making can empower patients when they are consulted within their care 16 .…”

“…This increased their overall confidence in their ability to provide competent and supportive care to serve the needs of their patients. 14…”

“…4,15,16,[18][19][20]32 Patient views of the impact of being involved in the education of healthcare students included personal fulfilment in the belief they were improving the healthcare system. 14 Others reported the involvement of patients led to improved outcomes 15 and an increased understanding of patientcentred 4 holistic care, 32 potentially impacting healthcare services.…”

“…Seven articles suggested the need for and importance of increasing communication and teamwork within healthcare students' education. 4,14,15,18,19…”