Table 1.

Identified patient roles in medical education

Role	Specification
Patient teacher	Deliver clinical skills sessions on history taking, counselling and physical examination. Deliver formative feedback during teaching sessions. Share experiences in healthcare or personal aspects of their lives in teaching sessions, small group sessions, individual mentorship and coaching, or through the creation of videos.
Patient assessor	Deliver formative feedback during teaching sessions. Perform summative assessments during OSCEs.
Patient curriculum developer	Evaluate the medical programme. Act as a curriculum steering committee member. Were consulted to provide recommendations on disease-specific courses through focus groups, world cafés or discussions with community leaders. Participate in development of courses related to their illness or social conditions, or overarching competencies and community-based learning. Develop courses delivered by patient teachers autonomously. Identify end competencies for graduates. Identify desired curriculum characteristics. Be consulted on the strategic development of a new medical school department.
Patient selection committee member	Participate in the selection of students applying for the medical programme. Assess candidates’ communication skills, sensitivity, compassion and empathy towards societal contexts and needs.

OSCE, objective structured clinical examination.