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Expert patient perspectives on radiotherapy: a phenomenological comparison

Published online by Cambridge University Press:  20 February 2017

M. Carmichael  and
P. Bridge
M. Carmichael*
Affiliation:
School of Health Sciences, Queensland University of Technology, Brisbane, QLD, Australia Discipline of Medical Radiations, School of Health and Biomedical Sciences, RMIT University, Melbourne, Victoria 3083, Australia
P. Bridge
Affiliation:
Directorate of Medical Imaging and Radiotherapy, School of Health Sciences, Faculty of Health and Life Sciences, University of Liverpool, Brownlow Hill, Liverpool, UK
*
Correspondence to: Mary-Ann Carmichael, Discipline of Medical Radiation Sciences, School of Health and Biomedical Sciences, RMIT University, Bundoora Campus, Melbourne, VIC 3083, Australia. E-mail: mary-ann.carmichael@rmit.edu.au
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Abstract

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.

Keywords

expert patientspatient careradiation therapystudent educationuser involvement
Type
Educational Note
Information
Journal of Radiotherapy in Practice , Volume 16 , Issue 2 , June 2017 , pp. 207 - 214
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Copyright
© Cambridge University Press 2017 

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