Changes in French family medicine residents' perspectives about patient partners' participation in teaching: A qualitative study in co-facilitated practice exchange …
J Guary, P Hébert, A Maury, M Le Ridant… - Medical …, 2023 - Taylor & Francis
Medical Teacher, 2023•Taylor & Francis
Purpose The patient partner in teaching method is progressively developing for clinical
training in France. Practice exchange groups (PEG) co-facilitated by patient partners in
teaching are used during the training of family medicine (FM) residents. This study explored
the FM residents' perspectives about patient partner in teaching's participation in co-
facilitated PEGs and how they changed over time. Students and methods In 2020, qualitative
focus groups were carried out with 26 FM residents before and after a 5-month intervention …
training in France. Practice exchange groups (PEG) co-facilitated by patient partners in
teaching are used during the training of family medicine (FM) residents. This study explored
the FM residents' perspectives about patient partner in teaching's participation in co-
facilitated PEGs and how they changed over time. Students and methods In 2020, qualitative
focus groups were carried out with 26 FM residents before and after a 5-month intervention …
Purpose
The patient partner in teaching method is progressively developing for clinical training in France. Practice exchange groups (PEG) co-facilitated by patient partners in teaching are used during the training of family medicine (FM) residents. This study explored the FM residents’ perspectives about patient partner in teaching’s participation in co-facilitated PEGs and how they changed over time.
Students and methods
In 2020, qualitative focus groups were carried out with 26 FM residents before and after a 5-month intervention based on monthly PEGs co-facilitated by patient partners in teaching. A reflective thematic analysis of the focus group interviews was performed according to Braun and Clarke’s approach.
Results
FM residents supported patient partners in teaching’s facilitation role and had high expectations concerning their contribution to the development of their skills and competencies. They expected patient partners in teaching to bring their individual experience and also a collective knowledge. Some limitations mentioned by FM residents disappeared over time, such as the loss of the medical group feeling among physicians, while others persisted and required pedagogical support targeted to FM residents before PEG initiation.
Conclusion
This study shows the good acceptance of patient partners in teaching by FM residents in the context of PEGs. Attention should be paid to make FM residents aware of patient partners in teaching’s missions before their introduction.
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