ArticleThe clinical teacher2025
Lasting Impact of Patient-Led Medical Education.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Lasting Impact of Patient-Led Medical Education.The clinical teacher · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundOur university offers an interprofessional program to medical students in Year 1 of a 4-year undergraduate medical program: Health professional students learn from a health mentor-someone living with a chronic condition. This helps foster patient-centredness, empathy and communication skills. Long-term assessment of patient involvement in medical education is rare; thus, this study explores the lasting effects of 3-year post-program at entry-to-practice.
methodsWe conducted a case-based study of fourth-year medical students to evaluate the impact of learning from patients in the Health Mentors Program (HMP). Students analysed a video case of a person with cerebral palsy who fell at home and created a care plan. We compared students who participated in the HMP with those who did not, assessing how often they considered the patient's and caregiver's perspectives, the number of diagnostic tests ordered and referrals to other professionals and community services.
findingsT-tests showed that HMP students significantly prioritised the patient's and caregiver's voices (p = 0.014, Cohen's d = 0.6) and ordered fewer diagnostic tests than non-HMP students (p = 0.001, Cohen's d = 3.3). However, there were no significant differences in medical consults, referrals to allied health professionals or community services.
conclusionsThis was the first, limited attempt to use case-based assessments to measure the long-term impact of patient-centred learning. Integrating patient perspectives into preclinical education may enhance students' ability to work collaboratively with patients in care planning. Designing structured assessments around patient-centred care can help ensure that students retain and apply these skills in their clinical careers.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.