View in EDS

Cancer Care Pre-registration Interprofessional Education with Expert Patients: A Qualitative Study.

Saved in:
Bibliographic Details
Title: Cancer Care Pre-registration Interprofessional Education with Expert Patients: A Qualitative Study.
Authors: McKinlay, Eileen1 (AUTHOR) eileen.mckinlay@otago.ac.nz, Burrow, Marla2 (AUTHOR), Morgan, Sonya1 (AUTHOR)
Source: Journal of Cancer Education. Aug2025, Vol. 40 Issue 4, p542-550. 9p.
Abstract: In interprofessional education (IPE) patients with cancer are sometimes recruited to support passive forms of learning but do not seem to have been recruited as expert patients (EPs). The aim of the study was to explore the experiences of patients who acted as EPs in an IPE learning activity in Aotearoa New Zealand. These EPs were completing or had completed receiving radiation therapy as outpatients. Ten EPs were interviewed about their experiences of being interviewed by small interprofessional groups of senior pre-registration students. Four themes were identified: (1) Why EPs decided to take part; (2) EPs' perceptions of the primary purpose of the IPE; (3) EPs' experiences of the interview, and (4) What EPs felt they contributed to student learning or learned about themselves or from students. EPs also made suggestions about how the learning activity could be improved. The study showed EPs felt they had something important to contribute to student learning. They thought the interprofessional nature of the learning activity was uncontentious and took part because they wanted students of all disciplines to learn about what it is like to have cancer and having treatment. The EPs felt the students were well-prepared and professional in their approach. They pointed out the importance of students introducing themselves proficiently and in culturally appropriate ways as this made them relax, open up, and share their experiences and in some cases learn from the students and from themselves. Patients are willing to act as EPs, but selection and approach need careful consideration. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Cancer Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:In interprofessional education (IPE) patients with cancer are sometimes recruited to support passive forms of learning but do not seem to have been recruited as expert patients (EPs). The aim of the study was to explore the experiences of patients who acted as EPs in an IPE learning activity in Aotearoa New Zealand. These EPs were completing or had completed receiving radiation therapy as outpatients. Ten EPs were interviewed about their experiences of being interviewed by small interprofessional groups of senior pre-registration students. Four themes were identified: (1) Why EPs decided to take part; (2) EPs' perceptions of the primary purpose of the IPE; (3) EPs' experiences of the interview, and (4) What EPs felt they contributed to student learning or learned about themselves or from students. EPs also made suggestions about how the learning activity could be improved. The study showed EPs felt they had something important to contribute to student learning. They thought the interprofessional nature of the learning activity was uncontentious and took part because they wanted students of all disciplines to learn about what it is like to have cancer and having treatment. The EPs felt the students were well-prepared and professional in their approach. They pointed out the importance of students introducing themselves proficiently and in culturally appropriate ways as this made them relax, open up, and share their experiences and in some cases learn from the students and from themselves. Patients are willing to act as EPs, but selection and approach need careful consideration. [ABSTRACT FROM AUTHOR]
ISSN:08858195
DOI:10.1007/s13187-024-02540-8