Table 8 Quotes from participants and field notes for the ‘Roles and relationships during lessons’ domain
From: Learning to teach with patients and caregivers: a focused ethnography
Identification code | Participant quotes and field notes |
|---|---|
3.g | Preparing the lesson-in-tandem was a moment where I learnt a lot…because I was face-to-face with the patient and his story…in this way, it was very important to create the relationship. (INT_05) |
3.j | [During the lesson-in-tandem,] we had synergy, we synchronised, in short, we built this lesson-in-tandem together, and it was very interesting. (INT_02) |
3.k | It was amazing to read her story; first, it made me think of my own, it’s as if a part of her story was also in me. Then, for the tandem lesson, we reworked it to make the group understand the difficulty a person can have when returning home after hospitalisation; this made them overcome prejudices…which is what happened to me. (INT_01) |
3.l | It struck me that the interaction between a healthcare-professional teacher and a patient is not obvious but requires skills, i.e. modalities known by both parties that can help them create a purposeful dialogue. (FG_04) |
3.m | Patients are not only the ones who tell their story…but they teach…You, the healthcare professional who now knows the patients’ stories, should not use them as a tool to teach your lesson because it’s the patients who, through their stories, teach, and you can be a guide and help… (INT_03) |
3.n | During the tandem lesson, several aspects were repeated: professionals presented the patients, placing them at the center of attention, managed the slides and the computer, intervened at the beginning and end of the lesson to introduce and summarize the transmitted content, and moderated the discussion. (FN) |