Faculty of Education, University of Ottawa, Ottawa, ON, CA.
Department of Criminal Justice, University of Winnipeg, Winnipeg, MB, CA.
Perspect Med Educ. 2024 Aug 2;13(1):417-422. doi: 10.5334/pme.1190. eCollection 2024.
BACKGROUND & NEED FOR INNOVATION: Patients can be actively involved in various aspects of health professions education (HPE). However, learners in HPE graduate programs have minimal opportunities to learn how to involve patients in HPE.
We designed, implemented, and evaluated a 12-week asynchronous, online graduate course that provides learners such opportunities. We established an advisory committee of patients, clinician-educators, and professors to guide course development. Using Thomas et al.'s framework, we established the general and targeted need for the course, identified the learning outcomes, determined the learning activities, and implemented and evaluated the course. It is offered within the asynchronous, online Diploma and Master in HPE at the University of Ottawa, Canada.
Forty learners participated in the course between 2020 and 2022. Using a survey with closed- and open-ended items, learners reported satisfaction with all course components, and they valued the patient narrative videos created for the course. After course completion, learners reported that the course is relevant to their professional practice. They also reported confidence in their abilities to actively involve patients in HPE. Based on the culminating assignment assessment data, learners attained course expectations.
Although patients who participated in the narrative videos represented diverse age ranges, health conditions, and experiences in HPE, they were often Caucasian, educated, and from a higher socio-economic background. Also, the level of engagement between patients and learners in the course was limited. We are committed to improving our own patient involvement efforts.
患者可以积极参与医疗专业教育（HPE）的各个方面。然而，HPE 研究生课程的学习者几乎没有机会学习如何让患者参与 HPE。
我们设计、实施和评估了一门为期 12 周的异步在线研究生课程，为学习者提供了这样的机会。我们成立了一个由患者、临床教育者和教授组成的顾问委员会，为课程的发展提供指导。我们使用托马斯等人的框架，确定了课程的一般和特定需求，确定了学习成果，确定了学习活动，并实施和评估了课程。该课程在加拿大渥太华大学的异步在线 HPE 文凭和硕士课程中提供。
2020 年至 2022 年期间，有 40 名学习者参加了该课程。学习者通过使用带有封闭式和开放式问题的调查，报告对所有课程组成部分的满意度，并对为课程创建的患者叙事视频表示赞赏。课程结束后，学习者报告说该课程与他们的专业实践相关。他们还报告说对自己在 HPE 中积极参与患者的能力有信心。根据总结性作业评估数据，学习者达到了课程预期。
虽然参与叙事视频的患者代表了不同的年龄范围、健康状况和 HPE 经验，但他们通常是白种人、受过教育且来自较高社会经济背景。此外，课程中患者与学习者之间的互动程度有限。我们致力于改进我们自己的患者参与工作。
