Patient involvement in interprofessional education

Autor: Hélène van den Besselaar, Sjim Romme, Jerôme Jean Jacques van Dongen, Jascha de Nooijer, Matthijs Bosveld, Marloes A van Bokhoven
Přispěvatelé: Family Medicine, RS: CAPHRI - R6 - Promoting Health & Personalised Care, RS: SHE - R1 - Research (OvO), Health promotion
Rok vydání: 2020
Předmět:
Interprofessional Relations
media_common.quotation_subject
MULTIMORBIDITY
EMPATHY
Empathy
STUDENTS
PERSON-CENTERED CARE
Session (web analytics)
03 medical and health sciences
0302 clinical medicine
Health care
MEDICAL-EDUCATION
FACILITATORS
Humans
030212 general & internal medicine
Qualitative Research
person‐centred care
media_common
patient‐centred care
patient involvement
Medical education
lcsh:R5-920
business.industry
030503 health policy & services
lcsh:Public aspects of medicine
interprofessional education
Public Health
Environmental and Occupational Health
health professions education
lcsh:RA1-1270
Focus Groups
Interprofessional education
Focus group
Original Research Paper
REAL PATIENTS
patient-centred care
Content analysis
HEALTH-CARE
SIMULATION
Patient Participation
person-centred care
0305 other medical science
business
Psychology
lcsh:Medicine (General)
medical education
Original Research Papers
Diversity (politics)
Qualitative research
Zdroj: Health Expectations, Vol 23, Iss 4, Pp 943-957 (2020)
Health Expectations, 23(4), 943-957. Wiley
Health Expectations, 23. John Wiley & Sons Ltd
Health Expectations : An International Journal of Public Participation in Health Care and Health Policy
ISSN: 1369-6513
DOI: 10.1111/hex.13073
Popis: Background Patient involvement in interprofessional education (IPE) is a new approach in fostering person-centeredness and collaborative competencies in undergraduate students. We developed the Patient As a Person (PAP-)module to facilitate students in learning from experts by experience (EBEs) living with chronic conditions, in an interprofessional setting. This study aimed to explore the experiences of undergraduate students, EBEs and facilitators with the PAP-module and formulate recommendations on the design and organization of patient involvement in IPE.Methods We collected data from students, EBEs and facilitators, through eight semi-structured focus group interviews and two individual interviews (N = 51). The interviews took place at Maastricht University, Zuyd University of Applied Sciences and Regional Training Center Leeuwenborgh. Conventional content analysis revealed key themes.Results Students reported that learning from EBEs in an interprofessional setting yielded a more comprehensive approach and made them empathize with EBEs. Facilitators found it challenging to address multiple demands from students from different backgrounds and diverse EBEs. EBEs were motivated to improve the person-centredness of health care and welcomed a renewed sense of purpose.Conclusions This study yielded six recommendations: (a) students from various disciplines visit an EBE to foster a comprehensive approach, (b) groups of at least two students visit EBEs, (c) students may need aftercare for which facilitators should be receptive, (d) EBEs need clear instruction on their roles, (e) multiple EBEs in one session create diversity in perspectives and (f) training programmes and peer-to-peer sessions for facilitators help them to interact with diverse students and EBEs.
Databáze: OpenAIRE
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