Towle Angela, Brown Hilary, Hofley Chris, Kerston R Paul, Lyons Heather, Walsh Charles
Division of Health Care Communication, University of British Colombia, Vancouver, Canada.
Clin Teach. 2014 Jul;11(4):301-6. doi: 10.1111/tct.12222.
To meet future health care needs, medical education must increase the emphasis on chronic illness care, interprofessional teamwork, and working in partnership with patients and families. One way to address these needs is to involve patients as teachers in longitudinal interprofessional educational programmes grounded in principles of patient-professional partnerships and shared decision-making.
The University of British Columbia has a history of initiatives designed to bring patient and community voices into health professional education. Increasing opportunities for interprofessional education has become important because of accreditation requirements.
We describe preliminary findings from a 3-year pilot of an interprofessional Health Mentors programme, an elective patient-as-teacher initiative in which groups of four students from different disciplines learn together, with and from a mentor with a chronic condition (an 'expert by experience') over three semesters. The goals, achieved through six themed meetings and a symposium, are to learn about living with a chronic condition from the patient's perspective and to develop interprofessional competencies. Groups are given suggested topics for each meeting, but function as self-managed learning communities, and are encouraged to explore their own questions. Faculty members support direct learning between students and mentors through setting broad objectives and responding to the student reflections written after each group meeting. Students and mentors rate the programme highly, and a wide range of important learning outcomes have been documented. Medical education must increase the emphasis on chronic illness care, working in partnership with patients
Key characteristics, generalisable to other educational programmes, include the role of faculty staff in supporting learning between students and patients, a minimalist structure to promote ownership and creativity, and flexible delivery.
为满足未来的医疗保健需求，医学教育必须更加重视慢性病护理、跨专业团队合作以及与患者及其家庭建立合作关系。满足这些需求的一种方法是让患者作为教师参与到基于患者-专业人员合作原则和共同决策的纵向跨专业教育项目中。
英属哥伦比亚大学一直有旨在将患者和社区的声音引入健康专业教育的举措。由于认证要求，增加跨专业教育的机会变得很重要。
我们描述了一项为期三年的跨专业健康导师项目试点的初步结果，这是一项选修的患者即教师倡议，来自不同学科的四名学生组成小组，与一名患有慢性病的导师（“经验专家”）一起学习三个学期。通过六次主题会议和一次研讨会实现的目标是从患者的角度了解慢性病生活并培养跨专业能力。每次会议都会给小组提供建议主题，但小组作为自我管理的学习社区发挥作用，并被鼓励探索自己的问题。教师通过设定广泛目标并回应每次小组会议后学生撰写的反思来支持学生与导师之间的直接学习。学生和导师对该项目评价很高，并且记录了广泛的重要学习成果。医学教育必须更加重视慢性病护理，与患者建立合作关系
可推广到其他教育项目的关键特征包括教师在支持学生与患者之间学习方面的作用、促进自主性和创造力的极简结构以及灵活的授课方式。
