Learning client-centred practice short report: experience of OT students interacting with “expert patients”

Abstract

Background: Client-centered care, a core value of occupational therapy (OT) and the gold standard of health care, presents challenges in practice. Learning client-centered practice (CCP) in health professional education has been linked to use of “expert patients”. How this learning occurs was acknowledged as a gap in research. Objectives: This article aims to describe OT students’ experience interacting with “expert patients”; describe students’ learning regarding CCP; identify conditions for learning CCP. Methods: MScOT students participated in a qualitative study with the research question: “How does the students’ experience interacting with the ‘expert patient’ relate to learning regarding client-centred practice?” In-depth interviews were conducted with six OT students subsequent to their “expert patient” sessions. Transcripts were analyzed using CAQDAS. Findings: Students described admiration, discomfort, humility, and gratefulness; learning regarding collaboration; respect for autonomy; and recognition of client expertise. Three coexistent conditions fostered learning regarding CCP: the client is an expert; students experience power; and the environment includes guided reflection/discussion. Conclusion: This study adds to the literature particular conditions that facilitate learning client-centered practice. All stakeholders in health professional education can benefit.

Key words:

• health professional education
• occupational therapy curriculum
• patient-centered care
• phenomenology
• professional practice
• transformative learning
• transformative phenomenology

Acknowledgements

Mary Ann McColl, PhD supervised Jasmin Cameron’s master’s thesis and patiently supported seemingly endless revisions. Michelle Villeneuve, PhD coordinated the OT/“expert patient” sessions that stimulated her interest in undertaking this study. For their encouragement she is grateful.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.