Purpose
In a world of clinical charts and lab results, it is crucial to remember that patients come first. This study evaluates the impact of the 'Patient as Teacher' (PaT) methodology, which integrates patients into medical education by allowing them to share their personal experiences. We aim to enhance students' understanding of patients as unique individuals, fostering a deeper appreciation for their values, emotions, and experiences while strengthening the emphasis on patient-centered education.

Methods
Eleven 5th-semester biomedical students participated in two sessions using the PaT approach. In Session 1, students interviewed a patient with polycystic ovarian syndrome (PCOS), and in Session 2, a patient with chronic kidney disease (CKD). Students underwent a 1.5-hour lecture and independent study on the pathophysiology, diagnosis, and treatment of these conditions. A pre-interview questionnaire assessed their perception of the disease and the daily challenges patients face. 5-10 days later, a 1-hour patient interview with Q&As was conducted followed by a post-interview questionnaire. Likert scales were used to measure agreement with statements about disease understanding and management. Responses were compared pre- and post-interview, as well as between the two patient sessions. Open-ended responses were categorized for analysis.

Results
In comparing pre- and post-interview responses, 44% of students became aware of healthcare access limitations, including delayed diagnoses and treatment barriers. 70% and 67% recognized living with PCOS and CKD, respectively, was more challenging than they initially thought. Additionally, 55% of students altered their research focus to emphasize patient needs. Free-response data indicated that students proposed early diagnosis and intervention therapies as their research projects, addressing key patient barriers.

Conclusions
The activity prompted a shift in students' research focus, prioritizing patients' needs. It enhanced their understanding of patient-centered care, suggesting that integrating PaT methodology into the curriculum could improve social responsibility and promote an empathetic approach among biomedical students.