We read with great interest the article, “Patients with multiple comorbidities. Simple teaching strategy” by Osmun et al, in the April 2015 issue of Canadian Family Physician.1 The article was about a simple teaching strategy for managing patients with multimorbidity. We recently applied the method proposed in the article during the European Medical Students’ Association (EMSA) Spring Assembly 2025 pillar sessions. EMSA is an organization that represents medical students across Europe, dedicated to enhancing medical education, public health, and health care policy through collaboration and advocacy. Pillar sessions are a central component of EMSA’s general assemblies, where our organization facilitates peer-led education on relevant and timely health care topics for our members.

Multimorbidity, defined as the co-occurrence of multiple chronic conditions in a single patient, is an escalating health care challenge that profoundly affects patient outcomes and health care systems. Despite its growing prevalence, multimorbidity is often insufficiently represented in medical curricula, leaving students inadequately prepared to manage patients with complex, multifaceted health needs. Recognizing this educational gap, EMSA chose to implement Osmun et al’s teaching strategy during one of the pillar sessions at the Spring Assembly 2025.

Feedback from the 15 participating students was overwhelmingly positive, with the session perceived as very well structured. One student remarked that it was “stressful in a good way,” while another valued the emphasis on “seeing the patient as a whole.” Several participants highlighted the practical utility of the session, with one stating, “I really enjoyed the practical approach and I never thought of this before as an issue or as something that is missing in our curriculum.”

In their reflections, one participant commented that “the lesson was great and it showed us the things that are a problem in everyday learning, to study the patient and not the disease.” Another participant observed, “It is good to broaden our view regarding patient management and all the possible complications,” further underscoring the significance of adopting a comprehensive, patient-centred approach.

For future sessions, some students suggested providing guidance on documenting chronic health conditions with greater specificity (eg, stage III chronic kidney disease vs chronic kidney disease) to promote clearer patient-centred management, stating “it was good, maybe more specific details about patients.” This experience underscores the value of teaching strategies that address multimorbidity in a practical, patient-centred manner. We commend Osmun et al for their insightful contribution and encourage further exploration of similar methods in medical education. Furthermore, the positive feedback demonstrates the article’s simple strategy can be effectively applied in peer-led sessions.