Service User Involvement in Radiotherapy and Oncology education; the Patient Perspective.

Terri Flood, Iseult M. Wilson, John Cathcart

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

AbstractIntroduction: The Health & Care Professions Council (HCPC) recently mandated the integration of the service-user voice into all aspects of allied healthcare education in the UK. However, the potential benefits and harms of this integration to service users is largely unknown. This study aimed to determine service user perspectives on relaying their personal experience of the cancer treatment pathway to students in an undergraduate Radiotherapy and Oncology programme. Methods: A qualitative study was conducted where seven patients led educational sessions with students and were interviewed (1:1) one week later using an iterative semi-structured format. Results: Unanimously, the primary motivation for participation was the opportunity for patients to tell their unique story to positively influence the future behaviour and understanding of student healthcare professionals. Patients experiencing significant cancer-related psychological trauma reported reacting more emotionally to the experience but also reported particularly positive benefits from their participation, including therapeutic healing. Conclusion: Findings highlight the array of benefits to service users associated with teaching in allied healthcare education. Post traumatic growth (PTG) may also potentially occur through this type of intervention in certain participants and this warrants further investigation in future studies.
LanguageEnglish
Pages185-191
Number of pages7
JournalRadiography
Volume24
Issue number3
Early online date12 Feb 2018
Publication statusPublished - Aug 2018

Fingerprint

Radiotherapy
Students
Delivery of Health Care
Education
Motivation
Neoplasms
Teaching
Health
Therapeutics
Growth
Psychological Trauma

Keywords

  • service user
  • oncology education
  • cancer-related trauma
  • patients as teachers

Cite this

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title = "Service User Involvement in Radiotherapy and Oncology education; the Patient Perspective.",
abstract = "AbstractIntroduction: The Health & Care Professions Council (HCPC) recently mandated the integration of the service-user voice into all aspects of allied healthcare education in the UK. However, the potential benefits and harms of this integration to service users is largely unknown. This study aimed to determine service user perspectives on relaying their personal experience of the cancer treatment pathway to students in an undergraduate Radiotherapy and Oncology programme. Methods: A qualitative study was conducted where seven patients led educational sessions with students and were interviewed (1:1) one week later using an iterative semi-structured format. Results: Unanimously, the primary motivation for participation was the opportunity for patients to tell their unique story to positively influence the future behaviour and understanding of student healthcare professionals. Patients experiencing significant cancer-related psychological trauma reported reacting more emotionally to the experience but also reported particularly positive benefits from their participation, including therapeutic healing. Conclusion: Findings highlight the array of benefits to service users associated with teaching in allied healthcare education. Post traumatic growth (PTG) may also potentially occur through this type of intervention in certain participants and this warrants further investigation in future studies.",
keywords = "service user, oncology education, cancer-related trauma, patients as teachers",
author = "Terri Flood and Wilson, {Iseult M.} and John Cathcart",
note = "Reference text: References 1. Health & Care Professions Council 2016. Service user and carer involvement in education and training programmes. [Internet] [cited 2016 09/08]. Available from: http://www.hcpc-uk.org/education/providers/sucinvolvement/ . 2. Wykurz G, Kelly D. 2002. Developing the role of patients as teachers: Literature review. Bmj 325(7368):818-21. 3. Ottewill R, Demain S, Ellis-Hill C, Greenyer CH, Kileff J. 2006. An expert patient-led approach to learning and teaching: The case of physiotherapy. Med Teach 28(4):e120-6. 4. McKinlay E, McBain L, Gray B. 2009. Teaching and learning about chronic conditions management for undergraduate medical students: Utilizing the patient-as-teacher approach. Chronic Illn 5(3):209-18 5. Phillpotts C, Creamer P, Andrews T. 2010. Teaching medical students about chronic disease: Patient‐led teaching in rheumatoid arthritis. Musculoskeletal Care 8(1):55-60. 6. Jha V, Setna Z, Al‐Hity A, Quinton ND, Roberts TE. 2010. Patient involvement in teaching and assessing intimate examination skills: A systematic review. Med Educ 44(4):347-57. 7. Henriksen A, Ringsted C. 2011. Learning from patients: Students’ perceptions of patient‐instructors. Med Educ 45(9):913-9. 8. Gidman J. 2013. Listening to stories: Valuing knowledge from patient experience. Nurse Education in Practice 13(3):192-6. 9. Costello J, Horne M. 2001. Patients as teachers? an evaluative study of patients' involvement in classroom teaching. Nurse Education in Practice 1(2):94-102. 10. Shah R, Savage I, Kapadia S. 2005. Patients’ experience of educating pharmacy undergraduate students. Pharmacy Education 5. 11. Jackson A, Blaxter L, Lewando‐Hundt G. 2003. Participating in medical education: Views of patients and carers living in deprived communities. Med Educ 37(6):532-8. 12. Brown I, Macintosh MJ. 2006. Involving patients with coronary heart disease in developing e-learning assets for primary care nurses. Nurse Education in Practice 6(4):237-42. 13. Bokken L, Rethans JJ, Scherpbier AJ, van der Vleuten CP. 2008. Strengths and weaknesses of simulated and real patients in the teaching of skills to medical students: A review. Simul Healthc 3(3):161-9. 14. Jha V, Quinton ND, Bekker HL, Roberts TE. 2009. What educators and students really think about using patients as teachers in medical education: A qualitative study. Med Educ 43(5):449-56. 15. Kangas M, Henry JL, Bryant RA. 2002. Posttraumatic stress disorder following cancer: A conceptual and empirical review. Clin Psychol Rev 22(4):499-524. 16. Shelby RA, Golden‐Kreutz DM, Andersen BL. 2008. PTSD diagnoses, subsyndromal symptoms, and comorbidities contribute to impairments for breast cancer survivors. J Trauma Stress 21(2):165-72. 17. Mehnert A, Lehmann C, Graefen M, Huland H, Koch U. 2010. Depression, anxiety, post‐traumatic stress disorder and health‐related quality of life and its association with social support in ambulatory prostate cancer patients. European Journal of Cancer Care 19(6):736-45. 18. Syrjala KL, Jensen MP, Mendoza ME, Yi JC, Fisher HM, Keefe FJ. 2014. Psychological and behavioral approaches to cancer pain management. J Clin Oncol 32(16):1703-11. 19. Keenan GI, Hodgson DA. 2014. Service user involvement in cancer professionals’ education: Perspectives of service users. Journal of Radiotherapy in Practice 13(03):255-63. 20. Towle A, Bainbridge L, Godolphin W, Katz A, Kline C, Lown B et al. 2010. Active patient involvement in the education of health professionals. Med Educ 44(1):64-74. 21. Ulster University Research Governance: Policy for the governance of research involving human participants [Internet]; c2015 [cited 2016 09/08]. Available from:https://www.ulster.ac.uk/__data/assets/pdf_file/0010/75637/HumanParticipantsPolicy.pdf . 22. Birt, L., Scott, S., Cavers, D., Campbell, C. & Walter, F., 2016. Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), pp.1802-1811. 23. Glaser BG, Holton J. 2007. Remodeling grounded theory. Historical Social Research/Historische Sozialforschung.Supplement :47-68. 24. Seawright J, Gerring J. 2008, {"}Case selection techniques in case study research: A menu of qualitative and quantitative options{"}, Political Research Quarterly, vol. 61, no. 2, pp. 294-308. 25. Taku K, Calhoun LG, Tedeschi RG, Gil-Rivas V, Kilmer RP, Cann A. 2007. Examining posttraumatic growth among japanese university students. Anxiety, Stress, Coping 20(4):353-67.",
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volume = "24",
pages = "185--191",
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Service User Involvement in Radiotherapy and Oncology education; the Patient Perspective. / Flood, Terri; Wilson, Iseult M.; Cathcart, John.

In: Radiography, Vol. 24, No. 3, 08.2018, p. 185-191.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Service User Involvement in Radiotherapy and Oncology education; the Patient Perspective.

AU - Flood, Terri

AU - Wilson, Iseult M.

AU - Cathcart, John

N1 - Reference text: References 1. Health & Care Professions Council 2016. Service user and carer involvement in education and training programmes. [Internet] [cited 2016 09/08]. Available from: http://www.hcpc-uk.org/education/providers/sucinvolvement/ . 2. Wykurz G, Kelly D. 2002. Developing the role of patients as teachers: Literature review. Bmj 325(7368):818-21. 3. Ottewill R, Demain S, Ellis-Hill C, Greenyer CH, Kileff J. 2006. An expert patient-led approach to learning and teaching: The case of physiotherapy. Med Teach 28(4):e120-6. 4. McKinlay E, McBain L, Gray B. 2009. Teaching and learning about chronic conditions management for undergraduate medical students: Utilizing the patient-as-teacher approach. Chronic Illn 5(3):209-18 5. Phillpotts C, Creamer P, Andrews T. 2010. Teaching medical students about chronic disease: Patient‐led teaching in rheumatoid arthritis. Musculoskeletal Care 8(1):55-60. 6. Jha V, Setna Z, Al‐Hity A, Quinton ND, Roberts TE. 2010. Patient involvement in teaching and assessing intimate examination skills: A systematic review. Med Educ 44(4):347-57. 7. Henriksen A, Ringsted C. 2011. Learning from patients: Students’ perceptions of patient‐instructors. Med Educ 45(9):913-9. 8. Gidman J. 2013. Listening to stories: Valuing knowledge from patient experience. Nurse Education in Practice 13(3):192-6. 9. Costello J, Horne M. 2001. Patients as teachers? an evaluative study of patients' involvement in classroom teaching. Nurse Education in Practice 1(2):94-102. 10. Shah R, Savage I, Kapadia S. 2005. Patients’ experience of educating pharmacy undergraduate students. Pharmacy Education 5. 11. Jackson A, Blaxter L, Lewando‐Hundt G. 2003. Participating in medical education: Views of patients and carers living in deprived communities. Med Educ 37(6):532-8. 12. Brown I, Macintosh MJ. 2006. Involving patients with coronary heart disease in developing e-learning assets for primary care nurses. Nurse Education in Practice 6(4):237-42. 13. Bokken L, Rethans JJ, Scherpbier AJ, van der Vleuten CP. 2008. Strengths and weaknesses of simulated and real patients in the teaching of skills to medical students: A review. Simul Healthc 3(3):161-9. 14. Jha V, Quinton ND, Bekker HL, Roberts TE. 2009. What educators and students really think about using patients as teachers in medical education: A qualitative study. Med Educ 43(5):449-56. 15. Kangas M, Henry JL, Bryant RA. 2002. Posttraumatic stress disorder following cancer: A conceptual and empirical review. Clin Psychol Rev 22(4):499-524. 16. Shelby RA, Golden‐Kreutz DM, Andersen BL. 2008. PTSD diagnoses, subsyndromal symptoms, and comorbidities contribute to impairments for breast cancer survivors. J Trauma Stress 21(2):165-72. 17. Mehnert A, Lehmann C, Graefen M, Huland H, Koch U. 2010. Depression, anxiety, post‐traumatic stress disorder and health‐related quality of life and its association with social support in ambulatory prostate cancer patients. European Journal of Cancer Care 19(6):736-45. 18. Syrjala KL, Jensen MP, Mendoza ME, Yi JC, Fisher HM, Keefe FJ. 2014. Psychological and behavioral approaches to cancer pain management. J Clin Oncol 32(16):1703-11. 19. Keenan GI, Hodgson DA. 2014. Service user involvement in cancer professionals’ education: Perspectives of service users. Journal of Radiotherapy in Practice 13(03):255-63. 20. Towle A, Bainbridge L, Godolphin W, Katz A, Kline C, Lown B et al. 2010. Active patient involvement in the education of health professionals. Med Educ 44(1):64-74. 21. Ulster University Research Governance: Policy for the governance of research involving human participants [Internet]; c2015 [cited 2016 09/08]. Available from:https://www.ulster.ac.uk/__data/assets/pdf_file/0010/75637/HumanParticipantsPolicy.pdf . 22. Birt, L., Scott, S., Cavers, D., Campbell, C. & Walter, F., 2016. Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), pp.1802-1811. 23. Glaser BG, Holton J. 2007. Remodeling grounded theory. Historical Social Research/Historische Sozialforschung.Supplement :47-68. 24. Seawright J, Gerring J. 2008, "Case selection techniques in case study research: A menu of qualitative and quantitative options", Political Research Quarterly, vol. 61, no. 2, pp. 294-308. 25. Taku K, Calhoun LG, Tedeschi RG, Gil-Rivas V, Kilmer RP, Cann A. 2007. Examining posttraumatic growth among japanese university students. Anxiety, Stress, Coping 20(4):353-67.

PY - 2018/8

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N2 - AbstractIntroduction: The Health & Care Professions Council (HCPC) recently mandated the integration of the service-user voice into all aspects of allied healthcare education in the UK. However, the potential benefits and harms of this integration to service users is largely unknown. This study aimed to determine service user perspectives on relaying their personal experience of the cancer treatment pathway to students in an undergraduate Radiotherapy and Oncology programme. Methods: A qualitative study was conducted where seven patients led educational sessions with students and were interviewed (1:1) one week later using an iterative semi-structured format. Results: Unanimously, the primary motivation for participation was the opportunity for patients to tell their unique story to positively influence the future behaviour and understanding of student healthcare professionals. Patients experiencing significant cancer-related psychological trauma reported reacting more emotionally to the experience but also reported particularly positive benefits from their participation, including therapeutic healing. Conclusion: Findings highlight the array of benefits to service users associated with teaching in allied healthcare education. Post traumatic growth (PTG) may also potentially occur through this type of intervention in certain participants and this warrants further investigation in future studies.

AB - AbstractIntroduction: The Health & Care Professions Council (HCPC) recently mandated the integration of the service-user voice into all aspects of allied healthcare education in the UK. However, the potential benefits and harms of this integration to service users is largely unknown. This study aimed to determine service user perspectives on relaying their personal experience of the cancer treatment pathway to students in an undergraduate Radiotherapy and Oncology programme. Methods: A qualitative study was conducted where seven patients led educational sessions with students and were interviewed (1:1) one week later using an iterative semi-structured format. Results: Unanimously, the primary motivation for participation was the opportunity for patients to tell their unique story to positively influence the future behaviour and understanding of student healthcare professionals. Patients experiencing significant cancer-related psychological trauma reported reacting more emotionally to the experience but also reported particularly positive benefits from their participation, including therapeutic healing. Conclusion: Findings highlight the array of benefits to service users associated with teaching in allied healthcare education. Post traumatic growth (PTG) may also potentially occur through this type of intervention in certain participants and this warrants further investigation in future studies.

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KW - oncology education

KW - cancer-related trauma

KW - patients as teachers

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