Abstract
Background: Patient and Public engagement (PPI) is acknowledged to serve as a key driver in improving the healthcare system. This applies across the spectrum of care, health policies, research, and education.
Approach: In the French-speaking part of Switzerland, patients’ expertise is mobilised in a postgraduate education curriculum targeting care coordination and attended by professionals in nursing, physiotherapy, nutrition, and social work.
Patients’ expertise is mobilised following the various degrees of patient-as-partner’s involvement. This includes co-design of the curriculum, co-assessment of students’ assignments, independent teaching as well as co-teaching, contributions to high-fidelity simulation sessions, and co-evaluation of the curriculum.
In our presentation, we will focus on the evaluation of a pilot pedagogical sequence, which targets skills such as the ability to partner with professionals and people involved, and to mobilize shared decision-making methods and tools.
The aim of our research was to explore a) the feasibility and acceptability of this pedagogical sequence, b) the preliminary benefits of this sequence for professionals, and c) the implications of a collaboration with a patient-as-partner.
Mixed methods were used for this exploratory study conducted in 2023. Data collection included pre- and post-sequence questionnaires and assessing attitudes towards shared decision-making and individual reflective written essays in which students reflected upon new learnings.
Results: Findings show that the sequence was delivered as intended and included various degrees of patient-as-partner’s involvement, and that including these degrees in the curriculum fosters skill transfer by students. The questionnaires reflected positive changes in the students’ postures towards partnership before and after the sequence. Students engaged in the sequence showed a better understanding of what partnership and shared decision-making is and isn’t. They displayed reflexive thinking about one’s own and others’ postures and practices. Students showed increased awareness of communication methods and tools enabling shared decision making and partnership practices.
Implications:
The audience will learn about the following aspects:
•The contents of a shared-decision-making curriculum targeting shared decision-making care built and delivered by patients and professionals.
•The methods that were used to evaluate this curriculum.
•The preliminary impacts of this sequence from the students’ perspectives.
•The challenges linked to the sustainability of patient involvement in postgraduate education.
Next steps include:
•The adjustment of the pedagogical sequence following the pilot.
•The reinforcement of PP’s involvement in the curriculum.
•Research opportunities about the transfer of shared decision-making practices and partnership into students’ professional practice.