Patient-oriented learning: a review of the role of the patient in the education of medical students

Aim To explore the contribution patients can make to medical education from both theoretical and empirical perspectives, to describe a framework for r eviewing and monitoring patient involvement in specific educational situati ons and to generate suggestions for further research. Methods Literature review. Results Direct contact with patients can be seen to play a crucial role in the development of clinical reasoning, communication skills, professional a ttitudes and empathy. It also motivates through promoting relevance and pro viding context. Few studies have explored this area, including effects on t he patients themselves, although there are examples of good practice in pro moting more active participation. Conclusion The Cambridge framework is a tool for evaluating the involvement of patients in the educational process, which could be used by curriculum planners and teachers to review and monitor the extent to which patients ar e actively involved. Areas for further research include looking at the 'add ed value' of using real, as opposed to simulated, patients; more work on ou tcomes for patients (other than satisfaction); the role of real patients in assessment; and the strengths and weaknesses of different models of patien t involvement.