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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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A Checklist for Involving Patients in Educational Activities.

Mandy Young1, Cathy Kline1, Angela Towle1

  • 1Patient & Community Partnership for Education, Office of UBC Health, University of British Columbia, Vancouver, Canada.

The Clinical Teacher
|November 16, 2025
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Summary
This summary is machine-generated.

Health professions educators can now use a new checklist to effectively involve patient partners in teaching. This collaborative tool ensures both educators and patients have clear expectations and preparation guidance for educational activities.

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Area of Science:

  • Medical Education
  • Patient Engagement
  • Health Professions Education

Background:

  • Healthcare educators increasingly recognize the value of integrating patient partners into educational activities.
  • A need exists for practical guidelines to support educators, particularly those new to patient involvement.
  • Patient partners report insufficient information to effectively prepare for their teaching roles and understand expectations.

Purpose of the Study:

  • To develop and validate a practical checklist for facilitating effective collaboration between health professions educators and patient partners.
  • To provide clear guidance for both instructors and patient partners before, during, and after educational sessions.

Main Methods:

  • A collaborative approach was used, involving patient partners in the development process.
  • A parallel checklist was created, with distinct sections for instructors and patient partners.
  • The checklist was structured into four parts, addressing actions for before, during, and after educational activities.

Main Results:

  • The checklist was successfully implemented across various health professions at two institutions.
  • Patient partners and instructors found the checklist to be a valuable resource.
  • The tool serves as a reminder for instructors and empowers patients to seek necessary information.

Conclusions:

  • The developed checklist offers a concise and adaptable framework for enhancing patient-involved education in health professions.
  • It improves preparedness and clarifies roles for both educators and patient partners.
  • The checklist can be customized for diverse educational settings and contexts.