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Area of Science:

  • Health Professions Education
  • Interprofessional Healthcare
  • Patient-Centered Care

Background:

  • Healthcare education is evolving to integrate patients as active partners in interprofessional care.
  • Developing student competencies in patient-team partnerships is an emerging area in health professions education.
  • The impact of patient partner involvement on student learning requires further exploration.

Purpose of the Study:

  • To explore and characterize the learning experiences of first-year health professions students engaged with patient partners.
  • To identify key themes emerging from student reflections on patient-team collaboration.
  • To inform the integration of patient partners into health professional and interprofessional curricula.

Main Methods:

  • First-year students from nine programs interacted with patient partners and participated in a Reader's Theater activity.
  • Students completed reflective assignments following the educational intervention.
  • Inductive thematic analysis was used to analyze student learning from the reflective assignments.

Main Results:

  • Four overarching themes emerged: developing insights through patient perspective, promoting partnerships with patients, recognizing attitudes that foster therapeutic relationships, and advocating for the patient as a team member.
  • Subthemes provided further detail on student learning related to collaboration and patient advocacy.
  • Students recognized the impact of poor collaboration and the value of advocating for patient partnership.

Conclusions:

  • Engaging patient partners in health professions education significantly enhances student understanding of patient perspectives and collaborative care.
  • The findings support the integration of patient partners to cultivate essential competencies for effective interprofessional practice.
  • Educator engagement with patient partners can enrich curricula and foster a stronger appreciation for patient advocacy.