{"status":"OK","data":{"id":662893,"identifier":"E99A68","persistentUrl":"https://doi.org/10.34894/E99A68","protocol":"doi","authority":"10.34894","separator":"/","publisher":"DataverseNL","publicationDate":"2026-08-20","storageIdentifier":"surf://10.34894/E99A68","effectiveDatasetFileCountLimit":10000,"datasetFileUploadsAvailable":9999,"datasetType":"dataset","locks":[],"latestVersion":{"id":35217,"datasetId":662893,"datasetPersistentId":"doi:10.34894/E99A68","datasetType":"dataset","storageIdentifier":"surf://10.34894/E99A68","versionNumber":2,"internalVersionNumber":5,"versionMinorNumber":0,"versionState":"RELEASED","latestVersionPublishingState":"RELEASED","lastUpdateTime":"2026-08-20T15:42:58Z","releaseTime":"2026-08-20T15:42:58Z","createTime":"2026-08-20T15:41:21Z","publicationDate":"2026-08-20","citationDate":"2026-08-20","effectiveDatasetFileCountLimit":10000,"datasetFileUploadsAvailable":9999,"license":{"name":"CC0-1.0","uri":"http://creativecommons.org/publicdomain/zero/1.0","iconUri":"https://licensebuttons.net/p/zero/1.0/88x31.png","rightsIdentifier":"CC0-1.0","rightsIdentifierScheme":"SPDX","schemeUri":"https://spdx.org/licenses/","languageCode":"en"},"fileAccessRequest":true,"metadataBlocks":{"citation":{"displayName":"Citation Metadata","name":"citation","fields":[{"typeName":"title","multiple":false,"typeClass":"primitive","value":"Study 1: Active and Direct Patient participation in Health Professions Education: A Narrative Overview of literature from the Global South"},{"typeName":"subtitle","multiple":false,"typeClass":"primitive","value":"Ayesha Jawwad - PhD Project data for study 1"},{"typeName":"author","multiple":true,"typeClass":"compound","value":[{"authorName":{"typeName":"authorName","multiple":false,"typeClass":"primitive","value":"Ayesha Jawwad"},"authorAffiliation":{"typeName":"authorAffiliation","multiple":false,"typeClass":"primitive","value":"maastrichtuniversity.nl"}}]},{"typeName":"datasetContact","multiple":true,"typeClass":"compound","value":[{"datasetContactName":{"typeName":"datasetContactName","multiple":false,"typeClass":"primitive","value":"Shedata"},"datasetContactAffiliation":{"typeName":"datasetContactAffiliation","multiple":false,"typeClass":"primitive","value":"maastrichtuniversity.nl"}}]},{"typeName":"dsDescription","multiple":true,"typeClass":"compound","value":[{"dsDescriptionValue":{"typeName":"dsDescriptionValue","multiple":false,"typeClass":"primitive","value":"<B>Abstract</B><BR><BR>\n<B>Objectives</B><BR>\nPatients traditionally played a passive role in health professions education (HPE). However, their active involvement is increasingly valued, particularly in higher resourced regions of the world known as the Global North. This study explores active and direct patient involvement in HPE contexts in the Global South (GS) regions of the world.<BR><BR>\n<B>Methods</B><BR> A narrative review of literature was conducted, utilizing a systematic search of multiple electronic databases, 3,966 abstracts were identified, and 80 full texts were reviewed. Ultimately, five papers were included in the final corpus.\nResults: The selected studies were set in five GS countries, involving undergraduate, postgraduate medical, and pharmacy training. Real patients, their caregivers and Standardized patients acted as teachers or assessors focusing on learners' history taking, communication skills, and professionalism. Challenges included cultural sensitivity and safety concerns, e.g. during home visits. Educators faced difficulties in Patient recruitment, training, and compensation.<BR><BR>\n<B>Conclusion & practice implications</B><BR>Active and direct patient involvement in HPE within GS contexts remain limited. Current efforts focus on patients as teachers or assessors, with little contribution to educational design, instruction, and mentoring. Educators may be overlooking the potential of diverse cultural perspectives to enhance Patient engagement in HPE, making this a valuable area for future research.<BR><BR>\n<B>Attached Files</B><BR>\nArticle selection sheet-excel<BR><BR>\n<B>Orcid ID</B></BR>\nhttps://orcid.org/0000-0003-1508-1395<BR><BR>"},"dsDescriptionDate":{"typeName":"dsDescriptionDate","multiple":false,"typeClass":"primitive","value":"2026-08-20"}}]},{"typeName":"subject","multiple":true,"typeClass":"controlledVocabulary","value":["Social Sciences"]},{"typeName":"topicClassification","multiple":true,"typeClass":"compound","value":[{"topicClassValue":{"typeName":"topicClassValue","multiple":false,"typeClass":"primitive","value":"Active patient involvement; Direct patient involvement; Health Professions Education; Global south; education; patient participation; patients as educators"}}]},{"typeName":"publication","multiple":true,"typeClass":"compound","value":[{"publicationRelationType":{"typeName":"publicationRelationType","multiple":false,"typeClass":"controlledVocabulary","value":"References"},"publicationCitation":{"typeName":"publicationCitation","multiple":false,"typeClass":"primitive","value":"<BR><BR>[1]\tJ. Spencer, D. Blackmore, S. Heard, P. McCrorie, D. McHaffie, A. Scherpbier, T. Sen Gupta, K. Singh, L. Southgate, Patient‐oriented learning: a review of the role of the patient in the education of medical students, Med. Educ. 34 (2000) 851–857.<BR><BR>\n[2]\tC.E. Rees, L. V. Knight, C.E. Wilkinson, “User involvement is a sine qua non, almost, in medical education”: Learning with rather than just about health and social care service users, Adv. Heal. Sci. Educ. 12 (2007) 359–390. https://doi.org/10.1007/s10459-006-9007-5.<BR><BR>\n[3]\tK. Malterud, L. Candib, L. Code, Responsible and responsive knowing in medical diagnosis: The medical gaze revisited, NORA - Nord. J. Fem. Gend. Res. 12 (2004) 8–19. https://doi.org/10.1080/08038740410005712.<BR><BR>\n[4]\tA. Towle, W. Godolphin, A meeting of experts: The emerging roles of non-professionals in the education of health professionals, Teach. High. Educ. 16 (2011) 495–504. https://doi.org/10.1080/13562517.2011.570442.<BR><BR>\n[5]\tA. Towle, L. Bainbridge, W. Godolphin, A. Katz, C. Kline, B. Lown, I. Madularu, P. Solomon, J. Thistlethwaite, Active patient involvement in the education of health professionals, Med. Educ. 44 (2010) 64–74. https://doi.org/10.1111/j.1365-2923.2009.03530.x.<BR><BR>\n[6]\tJ. Spencer, J. McKimm, J. Symons, Patient involvement in medical education, in: Underst. Med. Educ. Evidence, Theory, Pract., John Wiley & Sons, Ltd, 2018: pp. 207–221. https://doi.org/10.1002/9781119373780.ch15.<BR><BR>\n[7]\tP. Rowland, K.R. MacKinnon, N. McNaughton, Patient involvement in medical education: To what problem is engagement the solution?, in: Med. Educ., John Wiley & Sons, Ltd, 2021: pp. 37–44. https://doi.org/10.1111/medu.14200.<BR><BR>\n[8]\tR. Khalife, M. Gupta, C. Gonsalves, Y.S. Park, J. Riddle, A. Tekian, T. Horsley, Patient involvement in assessment of postgraduate medical learners: A scoping review, Med. Educ. 56 (2022) 602–613. https://doi.org/10.1111/medu.14726.<BR><BR>\n[9]\tS.W. Dijk, E.J. Duijzer, M. Wienold, Role of active patient involvement in undergraduate medical education: A systematic review, BMJ Open 10 (2020) e037217. https://doi.org/10.1136/bmjopen-2020-037217.<BR><BR>\n[10]\tA.H. Henriksen, C. Ringsted, Medical students’ learning from patient-led teaching: Experiential versus biomedical knowledge, Adv. Heal. Sci. Educ. 19 (2014) 7–17. https://doi.org/10.1007/s10459-013-9454-8.<BR><BR>\n[11]\tS. Tajani, A. Towle, L. Beamish, B. Bluman, Patient partners in continuing professional development: Experience developing an end-of-life care program for family physicians, J. Contin. Educ. Health Prof. 41 (2021) 273–278. https://doi.org/10.1097/CEH.0000000000000392.<BR><BR>\n[12]\tB.J. Myren, R.P.M.G. Hermens, J.J. Koksma, S. Bastiaans, J.A. de Hullu, P.L.M. Zusterzeel, Openness to new perspectives created by patient participation at the morbidity and mortality meeting., Patient Educ. Couns. 104 (2021) 343–351. https://doi.org/https://dx.doi.org/10.1016/j.pec.2020.08.008.<BR><BR>\n[13]\tS.P. Dearman, A.B. Joiner, M. Gordon, G. Vince, Experiences of Patients with Mental Illness’ Interactions with Medical Students: A Systematic Review., Can. J. Psychiatry. 63 (2018) 4–11. https://doi.org/https://dx.doi.org/10.1177/0706743717730824.<BR><BR>\n[14]\tS.C. Kobe, C. Downing, M. Poggenpoel, Final-year student nurses’ experiences of caring for patients., Curationis 43 (2020) e1–e9. https://doi.org/https://dx.doi.org/10.4102/curationis.v43i1.2033.<BR><BR>\n[15]\tM.Y. Abdoolraheem, M. Zeina, A perspective on simulated patients’ and patient-educators’ teaching of communication skills, Med. Educ. 52 (2018) 1097. https://doi.org/10.1111/MEDU.13646.<BR><BR>\n[16]\tB. Ogur, D. Hirsh, E. Krupat, D. Bor, The Harvard Medical School-Cambridge integrated clerkship: an innovative model of clinical education, Acad. Med. 82 (2007) 397–404.<BR><BR>\n[17]\tA.N. Poncelet, J.N. Hudson, Student Continuity with Patients: A System Delivery Innovation to Benefit Patient Care and Learning (Continuity Patient Benefit), Healthc. 2015, Vol. 3, Pages 607-618 3 (2015) 607–618. https://doi.org/10.3390/HEALTHCARE3030607.<BR><BR>\n[18]\tJ. Jones, J. Bion, C. Brown, J. Willars, O. Brookes, C. Tarrant, Reflection in practice: How can patient experience feedback trigger staff reflection in hospital acute care settings?, Health Expect. 23 (2020) 396–404. https://doi.org/10.1111/HEX.13010.<BR><BR>\n[19]\tC.Y. Hsiao, J.C. Wu, P.C. Lin, P.Y. Yang, F. Liao, S.L. Guo, W.H. Hou, Effectiveness of interprofessional shared decision-making training: A mixed-method study, Patient Educ. Couns. 105 (2022) 3287–3297. https://doi.org/10.1016/J.PEC.2022.07.010.<BR><BR>\n[20]\tC. Piggin, A. Bowles, D. Moreno-Chamorro, Z. O’Reilly, I. Berrou, Are you talking about me? Patients’ involvement in curriculum design and development, Sci. Talks 5 (2023) 100147. https://doi.org/10.1016/J.SCTALK.2023.100147.<BR><BR>\n[21]\tA.H. Henriksen, C. Ringsted, Learning from patients: Students’ perceptions of patient-instructors, Med. Educ. 45 (2011) 913–919. https://doi.org/10.1111/j.1365-2923.2011.04041.x.<BR><BR>\n[22]\tM.S. Cellier, The place and importance of patients in deliberative processes, Front. Med. Technol. 3 (2021) 794695.<BR><BR>\n[23]\tA. Towle, C. Farrell, M.E. Gaines, W. Godolphin, G. John, C. Kline, B. Lown, P. Morris, J. Symons, J. Thistlethwaite, The patient’s voice in health and social care professional education: The vancouver statement, Int. J. Heal. Gov. 21 (2016) 18–25. https://doi.org/10.1108/IJHG-01-2016-0003.<BR><BR>\n[24]\tTrefzer, Jackson, McKee, Dellinger, Introduction: The Global South and/in the Global North: Interdisciplinary Investigations, Glob. South 8 (2014) 1. https://doi.org/10.2979/globalsouth.8.2.1.<BR><BR>\n[25]\tC. Eijkelboom, M. Brouwers, J. Frenkel, P. van Gurp, D. Jaarsma, R. de Jonge, J. Koksma, D. Mulder, E. Schaafsma, C. Sehlbach, F. Warmenhoven, A. Willemen, A. de la Croix, Twelve tips for patient involvement in health professions education, Patient Educ. Couns. 106 (2023) 92–97. https://doi.org/10.1016/j.pec.2022.09.016.<BR><BR>\n[26]\tN. Dados, R. Connell, The global south, Contexts 11 (2012) 12–13.<BR><BR>\n[27]\tC.Y. Woon, The global south, in: Ashgate Res. Companion to Crit. Geopolit., Ashgate Publishing Ltd, 2016: pp. 323–340. https://doi.org/10.4324/9781315612874-27.<BR><BR>\n[28]\tS. Tse, J. Tang, A. Kan, Patient involvement in mental health care: culture, communication and caution, Heal. Expect. 18 (2015) 3–7. https://doi.org/10.1111/hex.12014.<BR><BR>\n[29]\tK. Gosselin, J.L. Norris, M.J. Ho, Beyond homogenization discourse: Reconsidering the cultural consequences of globalized medical education, Med. Teach. 38 (2016) 691–699. https://doi.org/10.3109/0142159X.2015.1105941.<BR><BR>\n[30]\tJ.M. Frambach, M.A. Martimianakis, The discomfort of an educator’s critical conscience: the case of problem-based learning and other global industries in medical education, Perspect. Med. Educ. 6 (2017) 1–4.<BR><BR>\n[31]\tJ.M. Frambach, W. Talaat, S. Wasenitz, M.A. Martimianakis, The case for plural PBL: an analysis of dominant and marginalized perspectives in the globalization of problem-based learning, Adv. Heal. Sci. Educ. 24 (2019) 931–942. https://doi.org/10.1007/s10459-019-09930-4.<BR><BR>\n[32]\tH. Bashour, R. Sayed-Hassan, A. Koudsi, Involving patients in medical education: Ethical issues experienced by Syrian patients, Educ. Heal. Chang. Learn. Pract. 25 (2012) 87–91. https://doi.org/10.4103/1357-6283.103453.<BR><BR>\n[33]\tC.N. Menezes, A. Dhai, N. Tshabalala, D. Mpanya, C. Dickens, Perceptions of patients and medical students towards each other in the setting of patient care—a South African perspective, Med. Sci. Educ. 30 (2020) 933–942. https://doi.org/10.1007/s40670-020-00976-3.<BR><BR>\n[34]\tM. Shirazi, A. Labaf, F. Monjazebi, M. Jalili, M. Mirzazadeh, S. Ponzer, I. Masiello, Assessing medical students’ communication skills by the use of standardized patients: emphasizing standardized patients’ quality assurance, Acad. Psychiatry 38 (2014) 354–360. https://doi.org/10.1007/S40596-014-0066-2.<BR><BR>\n[35]\tT. Aung, D. Montagu, K. Schlein, T.M. Khine, W. McFarland, Validation of a new method for testing provider clinical quality in rural settings in low- and middle-income countries: The observed simulated patient, PLoS One 7 (2012). https://doi.org/10.1371/journal.pone.0030196.<BR><BR>\n[36]\tD. Pretorius, M.G. Mlambo, I.D. Couper, Perspectives on sexual history taking in routine primary care consultations in North West, South Africa: Disconnect between patients and doctors., African J. Prim. Heal. Care Fam. Med. 14 (2022) e1–e10. https://doi.org/https://dx.doi.org/10.4102/phcfm.v14i1.3286.<BR><BR>\n[37]\tV.K. Cubaka, M. Schriver, J.B. Kayitare, P. Cotton, H.T. Maindal, L. Nyirazinyoye, P. Kallestrup, “He should feel your pain”: Patient insights on patient-provider communication in Rwanda., African J. Prim. Heal. Care Fam. Med. 10 (2018) e1–e11. https://doi.org/https://dx.doi.org/10.4102/phcfm.v10i1.1514.<BR><BR>\n[38]\tT. Twungubumwe, M. Tantchou Dipankui, L. Traore, J. Ouedraogo, S. Barro, J. Castel, I. Savard, M. Mbakop Nguebou, J. Ramde, A. Cote, J. Lapierre, R. Ndjaboue, M.J. Dogba, Health professionals and patients’ perspectives on person-centred maternal and child healthcare in Burkina Faso., PLoS One 15 (2020) e0230340. https://doi.org/https://dx.doi.org/10.1371/journal.pone.0230340.<BR><BR>\n[39]\tZ. Birhanu, F. Abamecha, N. Berhanu, T. Dukessa, M. Beharu, S. Legesse, Y. Kebede, Patients’ healthcare, education, engagement, and empowerment rights’ framework: Patients’, caretakers’ and health care workers’ perspectives from Oromia, Ethiopia., PLoS One 16 (2021) e0255390. https://doi.org/https://dx.doi.org/10.1371/journal.pone.0255390.<BR><BR>\n[40]\tM. Dixon-Woods, S. Agarwal, D. Jones, B. Young, A. Sutton, Synthesising qualitative and quantitative evidence: a review of possible methods, J. Health Serv. Res. Policy 10 (2005) 45–53.<BR><BR>\n[41]\tM.J. Grant, A. Booth, A typology of reviews: an analysis of 14 review types and associated methodologies, Heal. Inf. Libr. J. 26 (2009) 91–108. .<BR><BR>\n[42]\tJ. Sukhera, Narrative reviews in medical education: key steps for researchers, J. Grad. Med. Educ. 14 (2022) 418–419.<BR><BR>\n[43]\tB.N. Green, C.D. Johnson, A. Adams, Writing narrative literature reviews for peer-reviewed journals: secrets of the trade, J. Chiropr. Med. 5 (2006) 101–117. https://doi.org/10.1016/S0899-3467(07)60142-6 .<BR><BR>\n[44]\tL.A. Maggio, J.A. Costello, A.B. Ninkov, J.R. Frank, A.R. Artino, The voices of medical education scholarship: Describing the published landscape, Med. Educ. 57 (2023) 280–289. https://doi.org/10.1111/medu.14959 .<BR><BR>\n[45]\tT. Khan, S. Abimbola, C. Kyobutungi, M. Pai, How we classify countries and people—and why it matters, BMJ Glob. Heal. 7 (2022) e009704. https://doi.org/10.1136/BMJGH-2022-009704 .<BR><BR>\n[46]\tP. Rowland, M. Anderson, A.K. Kumagai, S. McMillan, V.K. Sandhu, S. Langlois, Patient involvement in health professionals’ education: a meta-narrative review, Adv. Heal. Sci. Educ. 24 (2019) 595–617. https://doi.org/10.1007/s10459-018-9857-7.<BR><BR>\n[47]\tA. Suikkala, S. Koskinen, H. Leino-Kilpi, Patients’ involvement in nursing students’ clinical education: A scoping review., Int. J. Nurs. Stud. 84 (2018) 40–51. https://doi.org/https://dx.doi.org/10.1016/j.ijnurstu.2018.04.010 .<BR><BR>\n[48]\tV. Jha, N.D. Quinton, H.L. Bekker, T.E. Roberts, Strategies and interventions for the involvement of real patients in medical education: A systematic review, Med. Educ. 43 (2009) 10–20. https://doi.org/10.1111/j.1365-2923.2008.03244.x .<BR><BR>\n[49]\tUN FCFSSC, Global South Countries (Group of 77 and China) - Partnership Program - The Finance Center for South-South Cooperation, (2022). http://www.fc-ssc.org/en/partnership_program/south_south_countries (accessed October 23, 2023) .<BR><BR>\n[50]\tCovidence, Covidence -systematic review software, Veritas Health Innovation, Melbourne, Australia., Covidence (2023). https://www.covidence.org/ (accessed June 27, 2023).<BR><BR>\n[51]\tF.T. Abadel, A.S. Hattab, Patients’ assessment of professionalism and communication skills of medical graduates, BMC Med. Educ. 14 (2014). https://doi.org/10.1186/1472-6920-14-28. <BR><BR>\n[52]\tK. Dayasiri, R. Mudiyanse, Effectiveness of training parents of beta thalassemia patients in improving medical student-patient communication: a developing country-perspective, Sri Lanka J. Child Heal. 49 (2020) 369–374. https://doi.org/10.4038/SLJCH.V49I4.9269.<BR><BR>\n[53]\tC.E. Tan, A. Jaffar, N. Tohit, Z. Hamzah, S.M. Hashim, Exploring patients’ reasons for participation in a medical education home visit program: a qualitative study in Malaysia, Perspect. Med. Educ. 6 (2017) 182–188. https://doi.org/10.1007/s40037-017-0353-1. <BR><BR>\n[54]\tH.X. Yang, Y. Xu, N.X. Liang, W. Chen, X.M. Yan, P. Yang, Z.Y. Guan, C.A. Pfeiffer, Q. Li, J. Zhao, H. Pan, Standardized patient methodology in mainland China: A nationwide survey, BMC Med. Educ. 19 (2019) 1–6. https://doi.org/10.1186/s12909-019-1630-y. <BR><BR>\n[55]\tF. Yousuf, N. Yousuf, Agreement between simulated patients and faculty: Assessment of communication skills during objective structured clinical examination, Pakistan J. Med. Sci. 35 (2019) 1570. <BR><BR>\n[56]\tK. Berg, B. Blatt, J. Lopreiato, J. Jung, A. Schaeffer, D. Heil, T. Owens, P.L. Carter-Nolan, D. Berg, J. Veloski, E. Darby, M. Hojat, Standardized Patient Assessment of Medical Student Empathy: Ethnicity and Gender Effects in a Multi-Institutional Study, Acad. Med. 90 (2015) 105–111. https://doi.org/10.1097/ACM.0000000000000529. <BR><BR>\n[57]\tS. Patel, A. Pelletier-Bui, S. Smith, M.B. Roberts, H. Kilgannon, S. Trzeciak, B.W. Roberts, Curricula for empathy and compassion training in medical education: a systematic review, PLoS One 14 (2019) e0221412. <BR><BR>\n[58]\tJ. Spencer, J. Mckimm, Patient Involvement in Medical Education, in: Underst. Med. Educ. Evidence, Theory Pract. Second Ed., John Wiley & Sons, Ltd, 2013: pp. 227–239. https://doi.org/10.1002/9781118472361.ch17. <BR><BR>\n[59]\tK.D. Lomis, M.S. Ryan, J.M. Amiel, P.M. Cocks, M.O. Uthman, K.F. Esposito, Core Entrustable Professional Activities for Entering Residency Pilot Group Update: Considerations for Medical Science Educators, Med. Sci. Educ. 26 (2016) 797–800. https://doi.org/10.1007/s40670-016-0282-3. <BR><BR>\n[60]\tC. El-Haddad, A. Damodaran, H.P. McNeil, W. Hu, A Patient-Centered Approach to Developing Entrustable Professional Activities, Acad. Med. 92 (2017) 800–808. https://doi.org/10.1097/ACM.0000000000001616. <BR><BR>\n[61]\tT. Ryall, B.K. Judd, C.J. Gordon, Simulation-based assessments in health professional education: A systematic review, J. Multidiscip. Healthc. 9 (2016) 69–82. https://doi.org/10.2147/JMDH.S92695. <BR><BR>\n[62]\tA. Kleinsmith, D. Rivera-Gutierrez, G. Finney, J. Cendan, B. Lok, Understanding empathy training with virtual patients, Comput. Human Behav. 52 (2015) 151–158.<BR><BR>\n[63]\tGuidance on professional standards and ethics for doctors Decision making and consent, (n.d.). www.gmc-uk.org/guidance. (accessed January 29, 2025). <BR><BR>\n[64]\tB.R. Narapureddy, S.K. Patan, C.S. Deepthi, S. Chaudhuri, K.R. John, C. Chittooru, S. Babu, K. Nagoor, D. Jeeragyal, J. Basha, T. Nell, R.S. Reddy, Development of a community orientation program (COP) as a community-based medical education method for undergraduate medical students: an experience from India, BMC Med. Educ. 21 (2021) 1–11. https://doi.org/10.1186/S12909-021-03069-W/FIGURES/3. <BR><BR>\n\n[65]\tE. Katz, Y. Chikwenhere, E. Essien, A. Olirus Owilli, M. Westerhaus, Rethinking global health from south and north: A social medicine approach to global health education, Glob. Public Health 18 (2023) 2191685. <BR><BR>\n[66]\tA. Price, A. Damaraju, P. Kushalnagar, S. Brunoe, U. Srivastava, M. Debidda, L. Chu, Coproduction, coeducation, and patient involvement: Everyone included framework for medical education across age groups and cultures, JMIR Med. Educ. 7 (2021) e31846. <BR><BR>\n[67]\tA. Younas, S. Ramani, H.E. Popeijus, M. Govaerts, Learning from and with Patients: The Role of Culture, J. C. 12 (2023). https://doi.org/10.1080/28338073.2023.2259757. <BR><BR>\n[68]\tG. Hofstede, Dimensionalizing Cultures: The Hofstede Model in Context, Online Readings Psychol. Cult. 2 (2011) 12–2011. https://doi.org/10.9707/2307-0919.1014. <BR><BR>\n[69]\tG. Hofstede, The 6 dimensions model of national culture by Geert Hofstede, Geert Hofstede (2021). https://geerthofstede.com/culture-geert-hofstede-gert-jan-hofstede/6d-model-of-national-culture/ (accessed November 17, 2023). <BR><BR>\n[70]\tM.R. Brottman, D.M. Char, R.A. Hattori, R. Heeb, S.D. Taff, Toward cultural competency in health care: a scoping review of the diversity and inclusion education literature, Acad. Med. 95 (2020) 803–813. <BR><BR>\n[71]\tH.A. Klein, M.H. Lin, N.L. Miller, L.G. Militello, J.B. Lyons, J.G. Finkeldey, Trust Across Culture and Context, J. Cogn. Eng. Decis. Mak. 13 (2019) 10–29. https://doi.org/10.1177/1555343418810936. <BR><BR>\n[72]\tA. Towle, L. Bainbridge, W. Godolphin, A. Katz, C. Kline, B. Lown, I. Madularu, P. Solomon, J. Thistlethwaite, Active patient involvement in the education of health professionals, Med. Educ. 44 (2010) 64–74. <BR><BR>\n[73]\tZ. Zaidi, D. Verstegen, R. Vyas, O. Hamed, T. Dornan, P. Morahan, Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue, Med. Educ. Online 21 (2016). https://doi.org/10.3402/MEO.V21.33145. <BR><BR>\n[74]\tL.A. Brooks, E. Manias, M.J. Bloomer, Culturally sensitive communication in healthcare: A concept analysis, Collegian 26 (2019) 383–391. <BR><BR>\n[75]\tM. Cullen, C. Cadogan, S. George, S. Murphy, S. Freeney, R. Fitzpatrick, J. Strawbridge, Key stakeholders’ views, experiences and expectations of patient and public involvement in healthcare professions’ education: a qualitative study, BMC Med. Educ. 22 (2022) 1–11. https://doi.org/10.1186/S12909-022-03373-Z/TABLES/2. <BR><BR>\n[76]\tR. Ndjaboue, C. Beaudoin, S. Comeau, A. Dagnault, M.J. Dogba, S. Numainville, C. Racine, S. Straus, M.C. Tremblay, H.O. Witteman, Patients as teachers: a within-subjects randomized pilot experiment of patient-led online learning modules for health professionals, BMC Med. Educ. 24 (2024) 1–10. https://doi.org/10.1186/S12909-024-05473-4/TABLES/3. <BR><BR>\n[77]\tS. Alberti, V. Vannini, L. Ghirotto, L. Bonetti, S. Rovesti, P. Ferri, Learning to teach with patients and caregivers: a focused ethnography, BMC Med. Educ. 24 (2024) 1–13. https://doi.org/10.1186/S12909-024-05197-5/TABLES/8. <BR><BR>\n[78]\tH. Alderwick, A. Hutchings, A. Briggs, N. Mays, The impacts of collaboration between local health care and non-health care organizations and factors shaping how they work: a systematic review of reviews, BMC Public Heal. 2021 211 21 (2021) 1–16. https://doi.org/10.1186/S12889-021-10630-1. <BR><BR>\n[79]\tF. Birrell, A. Johnson, L. Scott, A. Irvine, R. Shah, Educational collaboration can empower patients, support doctors in training and future-proof medical education, Lifestyle Med. 2 (2021) e49. <BR><BR>"}}]},{"typeName":"depositor","multiple":false,"typeClass":"primitive","value":"Shedata"},{"typeName":"dateOfDeposit","multiple":false,"typeClass":"primitive","value":"2026-08-20"}]},"dansDataVaultMetadata":{"displayName":"Data Vault Metadata","name":"dansDataVaultMetadata","fields":[{"typeName":"dansDataversePid","multiple":false,"typeClass":"primitive","value":"doi:10.34894/E99A68"},{"typeName":"dansDataversePidVersion","multiple":false,"typeClass":"primitive","value":"2.0"},{"typeName":"dansBagId","multiple":false,"typeClass":"primitive","value":"urn:uuid:6cdd23a6-148d-4509-a9aa-955221269f3d"},{"typeName":"dansNbn","multiple":false,"typeClass":"primitive","value":"urn:nbn:nl:ui:13-c7fc74f8-469a-458b-be8f-042c1836b805"}]}},"files":[{"label":"Study1_articles_summary.xlsx","restricted":true,"version":1,"datasetVersionId":35217,"dataFile":{"id":662894,"persistentId":"","filename":"Study1_articles_summary.xlsx","contentType":"application/vnd.openxmlformats-officedocument.spreadsheetml.sheet","friendlyType":"MS Excel Spreadsheet","filesize":11208,"storageIdentifier":"surf://store:1a01647fb96-d54e4c966d08","rootDataFileId":-1,"checksum":{"type":"SHA-1","value":"257c3018180d9c9106726acea10825d90395bda3"},"tabularData":false,"creationDate":"2026-08-18","publicationDate":"2026-08-20","lastUpdateTime":"2026-08-20T15:42:58Z","fileAccessRequest":true}}]}}}