Family medicine residents’ perspectives about patient partners in teaching participation in their training: A retrospective case study using a mixed-method explanatory sequential design

Abstract

Abstract Objective: To explore the perspective of family medicine residents (FMRs) about patient partners in teaching participation in the practice-based learning program (PBLP) offered in university family medicine groups (U-FMG). Participants and methods: The study was carried out among first- and second-year FMRs who completed their doctorate/externship in Quebec and attended the PBLP workshop involving a patient partner in teaching from U-FMG Notre-Dame. FMRs completed a questionnaire at the end of the PBLP workshop, and quantitative data were analyzed descriptively. Then, a focus group was conducted with some of these FRMs. The results were analyzed by two co-coders using DedooseÒ software. Results: All FRMs (n=16) completed the questionnaire, and 4 FRMs participated in the focus group. The majority of FRMs mentioned having improved their knowledge of care offered in partnership with patients after the workshop but not their understanding of patients' rights. Two major themes emerged from the analysis: 1) knowledge and skills sought and 2) factors influencing the partnership with the patient partner in teaching. Conclusion: The contribution of patient partners in teaching to the training of FRMs is promising and could be evaluated more extensively to improve the quality of training. The FRMs raised several avenues for improvement.