Patient, Partner, Teacher, Mentor
by Kasey Wiseman, Preetha Krishnamoorthy, M.D. | October 20, 2025
Article Citation: Busey L, May N, Martindale JR et al. Stimulating Medical Student Professional Identity Formation Through Mentored Longitudinal Partnerships With Patient Teachers. Acad Med 2025; 100(4):428-432. doi: 10.1097/ACM.0000000000005960.
What is this article about?
This article examines whether a longitudinal four-year Patient–Student Partnership (PSP) mentorship program influences the professional identity development of medical students. Grounded in three conceptual frameworks—professional identity formation, the development of students’ vision of themselves as future physicians who embody the profession’s values, roles and competencies; experiential learning, engagement in authentic, hands-on patient care; and communities of practice, groups in which learners share experiences, seek advice, and learn collaboratively—the program paired every student at one medical school with a volunteer patient living with chronic illness. Students met regularly with their patient partners, participated in reflective small-group discussions with peers and clinical coaches, and completed assignments on topics such as electronic health record use, medical interviewing, patient handoffs, and the lived experience of illness. Anonymous electronic surveys with both closed and open-ended questions were distributed at five time points over four years to assess impact.
Why should you read the article?
Professional identity formation has become a central goal of medical education. This article presents a formal evaluation of a four-year patient–student mentorship model that bridges pre-clinical and clinical training. Beyond describing the program, it reports promising outcomes: students consistently linked classroom concepts to real-world care, deepened their understanding of chronic illness trajectories, and strengthened communication with patients, families, and teams. With 70% of patients volunteering for future cohorts, the study shows this model is not only feasible but valued by all participants—making it a must-read for educators seeking practical ways to nurture identity formation.
How can you use this article?
For educators, this study highlights the value of chronic illness exposure in early medical training, and the impact of longitudinal patient interaction on medical student identity and communication skills. While longitudinal clerkship programs may not be feasible at all schools, patient-student mentorships offer an interesting alternative. Whether it be 1-1 pairs, or 1 patient per small group, this has the potential to foster meaningful discussions, appreciation of continuity of care, and direction for students’ future as physicians.
Review Authors: Kasey Wiseman, Medical Student, Université de Sherbrooke, Sherbrooke, QC (Co-author/Mentor: Preetha Krishnamoorthy, M.D., Associate Professor of Pediatrics and Director of Pediatric Undergraduate Education, McGill University, Montreal, QC). Organization: Council on Medical Student Education in Pediatrics