{
  "abstract": "This editorial reflects on what happens to patients’ knowledge when it enters health professions education. Through the example of a patient-led verbatim theatre performance, it considers experiential knowledge, academic recognition and recontextualisation, and the ways in which patients’ knowledge may contribute to transforming the curriculum.",
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  "authors": [
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      "name": "Loïc Tranchant"
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  "doi": "10.46298/fajpc.19440",
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  "landing_url": "https://hal.science/hal-05761207v1",
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  "pmcid": null,
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  "published": "2026-09-23",
  "publisher": "CNGE Productions",
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  "subjects": [
    {
      "field": "biology",
      "origin": "hal:1.sdv.ee",
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    {
      "field": "medicine",
      "origin": "hal:2.sdv.ee.sant",
      "subfield": "epidemiology-public-health"
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  "title": "When patients' knowledge enters the University!",
  "title_text": "When patients' knowledge enters the University!",
  "type": "peer-reviewed",
  "updated_at": "2026-10-30T12:17:39Z",
  "url": "https://research.draconitic.com/paper/0w480v88ttt8b",
  "venue": "French Academic Journal of Primary Care",
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}