Expert patient perspectives on radiotherapy: a phenomenological comparison

Background Patient involvement in health profession student training is becoming more common and includes clinical case studies, informing curriculum development and active teaching in dedicated patient experience sessions. Despite a growing evidence base supporting patient involvement, there is lit...

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Bibliographic Details
Published in:Journal of radiotherapy in practice 2017-06, Vol.16 (2), p.207-214
Main Authors: Carmichael, M., Bridge, P.
Format: Article
Language:English
Subjects:
Cancer therapies
Case studies
Clinical medicine
Comedians
Communication
Curricula
Data collection
Educational Note
Emotions
Health care
Health education
Health sciences
Interviews
Learning
Mental health
Motivation
Patients
Professionals
Professions
Public speaking
Qualitative research
Radiation
Radiation therapy
School environment
Students
Teaching
Therapists
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Summary:Background Patient involvement in health profession student training is becoming more common and includes clinical case studies, informing curriculum development and active teaching in dedicated patient experience sessions. Despite a growing evidence base supporting patient involvement, there is little published data concerning motivation for involvement. A qualitative study was performed to provide narrative relating to patient experiences in expert patient sessions on an undergraduate radiation therapy course. Methods A phenomenological approach utilised semi-structured interviews with two expert patients from different backgrounds. A common set of questions were used for each participant. Interviews were digitally recorded and transcribed before thematic coding. Results Both participants identified areas of similarity as well as key difference in their experiences. Both had different levels of public speaking experience as well as different levels of knowledge relating to radiation therapy treatment. Both found the initial session emotional but ultimately enjoyed the process and found it cathartic. Conclusion The patients enjoyed this experience and identified clear value of the teaching for themselves and the students. Previous public speaking or clinical experience seemed to have limited impact on patient experience and suggested the vulnerability of the situation. Both had different perspectives of their fellow patients and their role in the healthcare partnership. These findings indicate the value of ensuring students have access to a range of perspectives from different patients.
ISSN:1460-3969
1467-1131
DOI:10.1017/S1460396916000625