Purpose This study aimed to evaluate the impact of Patient as teacher (PAT) sessions on the knowledge, communication skills, and participation of pharmacy students in the United Kingdom. Methods During the academic year 2019–2020, year 1 and 2 pharmacy students at the University of Central Lancashire were invited to complete a questionnaire following PAT sessions. Data were analyzed by means of descriptive statistics, including mean and standard deviation for: continuous variables and reliability analysis. Pearson’s chi-square or Fisher exact test, odds ratio, and phi were used for analyzing dichotomous variables. Thematic analysis was used for free text comments. Results Sixty eight of 228 students participated (response rate of 29.8%). No statistical difference was found between gender (P=0.090); a statistically significant difference was found between year (P=0.008). Cronbach’s α (0.809) confirmed a good internal consistency. Ninety-seven percent of the students learned a lot, and 85.3% appreciated and valued the PAT sessions; 89.7% wanted more sessions. Ninety-two point seven percent perceived the sessions to contextualize their learning. Five questions were dichotomized by grouping the responses into negative and positive; 90.3% of responses were positive and did not show statistically significant differences in gender and year of study. Overall students’ free text comments were positive, but active listening and consultation appeared in the positive and negative domains, highlighting the need for more student engagement. Conclusion PAT sessions had a positive impact on students’ knowledge, communication skills and participation, and contextualized learning. They provide a valuable contribution to the pharmacy students’ experience in the United Kingdom.

中文翻译：

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患者作为教师课程将学习情境化，增强英国药学学生的知识、交流和参与

目的 本研究旨在评估患者作为教师 (PAT) 课程对英国药学学生的知识、沟通技巧和参与的影响。方法 在 2019-2020 学年期间，邀请中央兰开夏大学一年级和二年级药学学生在 PAT 会议后完成问卷调查。数据通过描述性统计分析，包括平均值和标准差：连续变量和可靠性分析。Pearson 的卡方或 Fisher 精确检验、优势比和 phi 用于分析二分变量。主题分析用于自由文本评论。结果 228 名学生中有 68 名参加了（答复率为 29.8%）。性别间无统计学差异（P=0.090）；年之间发现了统计学上的显着差异（P = 0.008）。Cronbach's α (0.809) 证实了良好的内部一致性。97%的学生学到了很多东西，85.3%的学生对PAT课程表示赞赏和重视；89.7% 的人想要更多的课程。百分之九十二点七的人认为这些课程将他们的学习情境化。通过将回答分为否定和肯定，将五个问题分成两部分；90.3% 的回答是积极的，并且在性别和学习年份方面没有显示出统计学上的显着差异。总体而言，学生的自由文本评论是积极的，但积极的倾听和咨询出现在积极和消极的领域，凸显了更多学生参与的必要性。结论 PAT 课程对学生的知识、沟通技巧和参与度产生了积极影响，和情境化学习。他们为药学学生在英国的体验做出了宝贵的贡献。