Introduction

When we think of a teacher, the first thing that comes to mind is someone who taught us maths, science or English during our years at primary or secondary school. We might also recall the clinicians and academics who guided us during our training as oral healthcare practitioners. The individuals, after years of study and professional development, have become dentists, dental therapists, doctors, teachers, researchers or clinical academics. Many have gone on to obtain additional qualifications (often in clinical education) making them exceptional individuals in their chosen fields.

Yet, despite this wealth of expertise, highly qualified educators report that they continue to learn from the very people they teach. For example, doctors acknowledge learning from their patients on a daily basis.1,2 Patients might not be formally trained as educators, but they are often the most knowledgeable individuals when it comes to understanding the realities of their own conditions. Their lived experience constitutes a form of expertise that is increasingly recognised in the United States and the United Kingdom, where patient involvement in medical education is now well established. These individuals are also referred to as Experts by Experience (EE).3,4,5,6

Experts by Experience can participate in a range of teaching initiatives, including giving presentations, contributing to small group discussions or providing personal tuition.7 This approach not only enhances students' understanding of clinical conditions but also supports the development of communication, empathy and professional identity.8

Educating dental (BDS) or dental therapy and hygiene (DTH) students at Peninsula Dental School (PDS) is no exception. In collaboration with the local community, PDS places EEs at the centre of their training. The Plymouth-based wellbeing charity Well Connected is at the forefront of patient-led education, drawing on expertise in experiential learning and community engagement methodologies to support undergraduate education.9,10

Students studying BDS or DTH at PDS are expected to fulfil all the criteria outlined by the General Dental Council's Safe Practitioners Framework (SPF) to be considered ‘safe' by the time they graduate. Domain A of this framework clearly outlines the clinical skills required to be considered a safe beginner.11 One such skill states that students will need to have knowledge on a variety of diseases and long-term health conditions and understand how these are managed in a dental setting (C 1.4).11 To achieve this goal, the Exploring Health Conditions programme, a Well Connected-led initiative, is delivered to BDS Year 4 students at the Knowledge Spa, Truro in the UK. The EEs who are diagnosed with long term health conditions such as renal failure, Ehlers Danlos syndrome and dementia are invited to ‘teach' students in a small group setting.

During these sessions, students rotate between EEs, to hear about their health condition, as well as the daily challenges, impact on lifestyles, work and family relationships. This is also an opportunity to discuss experiences within dental settings, and their approaches to maintaining oral health. Encounters of this nature expose students to perspectives that cannot easily be replicated in lectures or textbooks, aligning with established principles of experiential learning.3,4,5,6

figure 1

Francesca, one of the Experts by Experience (EE) educating BDS Year 4 students by sharing her experiences and challenges

One of the EEs who has supported this initiative is Francesca (pictured with this article), who lives with several long-term health conditions, including photosensitive epilepsy, which requires her to wear special glasses to avoid the risk of seizures during her dental appointments. The opportunity for students to listen to Francesca as she recounts and reflects on her experiences of accessing health care services enables them to recognise the need to ask about adjustments, avoiding any unnecessary risks as well as displaying kindness and empathy for others. When asked about her experiences, she said the following: ‘I feel very passionately about raising awareness for the chronically ill and disabled community. When sharing my experience with the PDS students each year I am always warmed by the students' knowledge, curiosity and willingness to ask questions and suggest adaptations if I were to be their patient'.

The Exploring Health Conditions programme is all about including the voices and experiences of members of the public who can discuss the reality of living with a long-term health condition with authenticity and relevance. They encourage and inspire dental professionals of the future and have contributed significantly to the education of students at PDS, helping them to better understand and comprehend the intensity long term health conditions have on everyday life.

In conclusion, the Exploring Health Conditions programme demonstrates that education is most powerful when it embraces authenticity and collaboration. By placing patients at the heart of learning, the collaboration between Well Connected and PDS has helped students to foster empathy, adaptability, as well as a deeper understanding of the human experience throughout their healthcare journey. These encounters remind us that healthcare is not just about treating conditions; it is about listening, learning, and building trust. In doing so, we prepare future professionals to deliver care that is both safe and profoundly compassionate.