ArticleThe clinical teacher2025
What Community Members With Chronic Illness Teach Future Healthcare Professionals in a Longitudinal Interprofessional Education Program: A Focus Group Study.
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.
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1 citing paper in PubMed.
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Authors and funding
5 authors.
Funding
Abstract
introductionNearly 50% of Americans have at least one chronic illness. Preparing future healthcare providers for interprofessional collaborative practice (IPCP) and person-centred care through community-based interprofessional education (IPE) can improve outcomes for this growing population. Partial programme theories predict that patients' participation as teachers in health professions education contributes to students' development of patient-centredness. Role theory asserts that behaviours are shaped by assigned roles; therefore, community members with chronic illness who assume roles of health mentors in an IPE curriculum are predicted to teach students about their patient experiences. Yet, this teaching outcome and the lessons health mentors teach in semi-structured student-led meetings are underexplored. GOALS: This project explored what community members with chronic conditions teach future healthcare professionals about their conditions/disabilities and healthcare access and quality in a health mentors IPE programme.
methodsThirty-eight health mentors participated in focus groups and were surveyed for demographic information. Directed content analysis was performed, drawing on prior research, programme theory and core competencies in IPCP and disability.
resultsFour themes were identified related to barriers in accessing healthcare: environmental factors, insurance, cost and time. Themes regarding chronic conditions, disabilities or healthcare quality included education about the patient journey, communication, person-centred care, team collaboration, advocacy, empathy, impact of providers' words and shared decision-making.
conclusionPartial programme theories suggest these lessons are especially impactful when delivered by patients. Aligned with role theory, our findings suggest that clinical teachers can rely on health mentors to share key lessons with students within a semistructured student-led context.
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