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Joanne Wiesner Conti, Adeline Paignon, Kabeza Kalumiya

    Sante Publique (Vandoeuvre-Les-Nancy, France)
    |June 4, 2024
    PubMed
    Summary

    Patient and healthcare professional co-teaching in health education requires careful preparation. Six best practice recommendations were developed to guide pairs in this demanding, yet valuable, teaching method.

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    The pedagogical value of near-peer feedback in online OSCEs.

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    Area of Science:

    • Medical Education
    • Health Professions Education
    • Patient Partnership

    Background:

    • Patient engagement in health professional training is increasing due to the value of patient-provided information.
    • Involving patients and healthcare professionals in curriculum development may enhance long-term care quality.
    • Limited guidance exists on best practices for patient involvement in teaching, especially for co-teaching.

    Purpose of the Study:

    • To present recommendations for good practices in patient-healthcare professional co-teaching.
    • To optimize the implementation of co-teaching in health professions education.

    Main Methods:

    • Qualitative study involving pairs of teachers who co-taught in health partnership workshops.
    • Development, evaluation, and adjustment of best practice recommendations.

    Main Results:

    • Six key good practice recommendations were identified: subject knowledge, regular meetings, teaching framework/materials, role definition, pair symmetry/complementarity, and post-session debriefing.
    • These practices guide pairs through the co-teaching process.

    Conclusions:

    • Patient and healthcare professional co-teaching demands thorough preparation.
    • Adhering to the developed good practice recommendations aids this preparation process, enhancing co-teaching effectiveness.

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