Patient-present teaching : recasting roles for patients, learners and educators

In this issue of Medical Education, Cheema et al.1 explore the impacts of the patient's presence during a teaching and learning experience traditionally conducted behind closed doors. The paper describes a learning environment where the patient's case is discussed between student and physician with the patient present. This example of patient-present teaching aims to promote patient-centred care. Specifically, the impact of the patient's presence in a medical learning environment and the effects of this presence on physicians' and learners' behaviour and agency is explored. Whilst pleasing to gain participant perspectives about the teaching encounter, we wonder, does holding teaching rounds in front of the patient place a focus on student learning, patient-centred care, both or unintentionally neither? The paper by Cheema et al.1 illustrates the tension and teaching challenge of simultaneously providing student-centred learning and patient-centred care.