ArticlePerspectives on medical education2025
Medical Double Talents: How Medical Students Living with Chronic Conditions Teach Their Peers.
Article in Perspectives on medical education, 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.
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Who cites it
1 citing paper in PubMed.
- Dismantling ableism in health professions education: imperative in psychosocial management of pain.Frontiers in public health · 2026Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background & Need for Innovation: Approximately 10% of medical students live with a chronic somatic or mental condition. They often feel alienated in the dominant culture of invulnerability in medical education. We developed the 'Medical Double Talents' (MDT) innovation to facilitate medical students living with chronic conditions - MDTs - to teach their fellow medical students. Goal of Innovation: The goals of the MDT sessions are to increase medical students' empathy and compassion for patients with chronic conditions, to challenge the implicit culture of invulnerability, and to help MDTs turn their patient experiences into a strength. Steps taken for Development and Implementation of innovation: The MDT sessions were developed using a co-design approach, engaging medical students with chronic conditions at high levels of patient involvement. These students built a supportive community, received training, and shared their unique perspectives during teacher-facilitated guest lectures and small group discussions. Evaluation of Innovation: In November 2024, 263 medical students participated in 24 MDT sessions. They reported highly appreciating the personal insights shared. The MDTs felt empowered by the experience as lecturers. The student-led dialogue enhanced engagement, though some students desired more information about the medical context before the session. These sessions complement traditional training. Critical Reflection on Your Process: The MDT sessions challenge the implicit culture of invulnerability in medical education. The shared experiences can help foster empathy, self-reflection, and transformation in their peers. This innovation, integrated into Utrecht's curriculum, highlights the need for safe learning spaces and community building to implement similar programs elsewhere.
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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.