Defining patient’s experiential knowledge: Who, what and how patients know. A narrative critical review

Abstract

Experiential knowledge is today increasingly valued in health-care practices, public health policies and health research and education programs. However, despite popular and institutional success, the concept remains loosely defined with the result of weakening its heuristic scope and paving the way for its commodification. In this article, we seek to provide a finer characterisation of patients’ experiential knowledge’s features and specificities through a critical narrative review of humanities and social science (HSS) literature published in English and French (1976–2021). Inspired by Jovchelovitch’s analysis of social knowledge, we seek to highlight the diversity and plurality of forms and articulations of knowledge that characterise experiential knowledge, as well as the gradual, dynamic and entangled process that leads from experience to knowledge and expertise. Our analysis points to the need for future research to adopt a resolutely pragmatic and situated orientation in the study of experiential knowledge and the new figures of the contemporary patient that they help to create.