Experts call for greater patient involvement in medical education
Dr Amber Bennett-Weston
Empathy experts say that increased patient involvement is needed to help shape medical education for the benefit of patients and doctors.
Dr Amber Bennett-Weston, patient representative Jennifer Bostock and Professor Jeremy Howick from the Stoneygate Centre for Empathic Healthcare at the University of Leicester, argue that greater involvement from patients in medical curriculum development will lead to better patient care and improved well-being for both patients and doctors.
Their paper, published in the British Medical Journal (BMJ) highlights the current lack of patient input in shaping medical education, despite regulatory bodies, including the General Medical Council (GMC) requiring patients’ inclusion and recent Government reports citing lack of person-centred care.
The paper states that:
• Patient involvement in curriculum development is not common, especially in the UK.
• Including patients in curriculum development can enhance empathy in medical students, potentially reversing the documented decline in empathy and wellbeing that occurs during medical training.
• Patient input could lead to more patient-centered care, potentially improving health outcomes and patient satisfaction.
• The authors propose a seven-step process for involving patients in curriculum development, including recruitment, training, and ongoing engagement.
• The study calls for dedicated funding and clearer requirements from regulatory bodies to support patient involvement initiatives.
Lead author Dr Bennett-Weston said: “As recipients of care delivered by future doctors, patients have a right to influence what and how medical students are taught. This involvement is crucial for preparing doctors to value and respond to their patients' needs.
“Patient involvement in medical curriculum development improves patient centred care and practitioner wellbeing by enhancing empathy. Given the current crises with medical student and healthcare practitioner burnout, and the record low patient satisfaction with the NHS, action to increase patient involvement in curriculum development is necessary.”
The authors acknowledge challenges such as funding constraints and difficulties in recruiting diverse patient representatives. However, they argue that the potential benefits to medical education, healthcare delivery, and patient outcomes far outweigh these obstacles.
The paper concludes by calling for further research to refine best practices for patient involvement in medical education, emphasizing that such involvement will benefit medical students, doctors, and patients alike.