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An Innovative Course on Involving Patients in Health Professions Education.

Kaylee Eady1, Catherine Giroux1, Sarah Heath2

  • 1Faculty of Education, University of Ottawa, Ottawa, ON, CA.

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Summary
This summary is machine-generated.

This study developed an online course to teach health professions education (HPE) learners how to involve patients. Learners reported increased confidence and relevance to practice, indicating successful patient engagement in education.

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Area of Science:

  • Health Professions Education
  • Online Learning
  • Patient Engagement

Background:

  • Limited opportunities exist for graduate health professions education (HPE) learners to gain skills in patient involvement.
  • Active patient participation is crucial across various aspects of HPE.

Purpose of the Study:

  • To design, implement, and evaluate an online graduate course focused on patient involvement in HPE.
  • To equip HPE learners with the knowledge and confidence to actively engage patients in educational settings.

Main Methods:

  • A 12-week asynchronous online course was developed with patient and educator input.
  • Learner feedback was gathered via surveys, and course expectations were assessed through culminating assignments.
  • Patient narrative videos were a key component of the course content.

Main Results:

  • Forty graduate learners participated between 2020-2022.
  • Learners reported high satisfaction, valued patient narratives, and found the course relevant to professional practice.
  • Post-course, learners demonstrated increased confidence in involving patients in HPE and met course expectations.

Conclusions:

  • The developed online course effectively enhances learners' ability to involve patients in health professions education.
  • Future iterations should focus on increasing patient diversity and deepening learner-patient engagement.
  • The course provides a valuable model for integrating patient perspectives into HPE curricula.