While patient engagement in healthcare professions education (HPE) has significantly increased in the past decades, a theoretical gap remains. What are the varied reasons as to why patients get involved with HPE programs? With a focus on understanding what drives patient involvement with HPE programs, this study examined how a patient as teacher (PAT) program was experienced by medical students, patient teachers, and faculty within a medical school. Through a phenomenographic approach, this study captures and describes the different ways our study participants experienced a PAT program (the 'phenomenon'). 24 semi-structured interviews were conducted in total, comprised of interviews with patient teachers (N = 10), medical students (N = 10) and program facilitators (N = 4) who participated in a PAT program. Our focus was on participants' description of the program and was grounded in their experiences of as well as their beliefs about it. Our findings captured 4 layers representing the qualitatively different (yet interrelated) ways in which participants experienced/perceived and conceptualized the various aspects of their experience with the PAT program: (1) A productive disruption of the learning space (2) A re-humanization within healthcare (3) A means of empowerment and agency (4) A catalyst for change and emancipation. Our outcome space results can be visually illustrated by a nesting "Matryoshka" doll, representing the four layers and depicting the process of uncovering the less conscious layers of sense-making within this phenomenon. HPE programs that are co-produced with patients and actively involve patients as teachers have the potential, but not guarantee, to be emancipatory. To engage in PAT programs that exhibit an emancipatory potential, we need to consider transformative paradigms of education, which are aligned with social change, and disrupt the traditional teacher-learner hierarchy.

中文翻译：

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“我们重新掌控了故事，我们不会让任何人把它从我们身边夺走”：耐心的教师计划是患者解放的手段。

虽然过去几十年来患者对医疗保健专业教育 (HPE) 的参与度显着增加，但理论上的差距仍然存在。患者参与 HPE 计划的不同原因有哪些？这项研究的重点是了解推动患者参与 HPE 项目的因素，调查了医学生、患者教师和医学院内的教员如何体验患者即教师 (PAT) 项目。通过现象学方法，本研究捕捉并描述了我们的研究参与者经历 PAT 计划的不同方式（“现象”）。总共进行了 24 次半结构化访谈，其中包括对参与 PAT 项目的耐心教师 (N = 10)、医学生 (N = 10) 和项目主持人 (N = 4) 的访谈。我们的重点是参与者对项目的描述，并基于他们的经历以及他们对项目的信念。我们的研究结果捕获了 4 个层面，代表了参与者体验/感知和概念化其 PAT 项目体验的各个方面的不同性质（但相互关联）的方式：(1) 对学习空间的富有成效的破坏 (2) 重新人性化在医疗保健领域 (3) 赋权和代理的手段 (4) 变革和解放的催化剂。我们的结果空间结果可以通过嵌套的“俄罗斯套娃”娃娃来直观地说明，代表四个层次，并描绘了在这种现象中揭示意义建构的较不自觉的层次的过程。与患者共同制定并积极让患者作为教师参与的 HPE 项目有可能（但不能保证）获得解放。为了参与具有解放潜力的 PAT 项目，我们需要考虑与社会变革相一致的变革性教育范式，并打破传统的师生等级制度。