Descôteaux Annie, Codsi Marie-Pierre, Del Grande Claudio, Alègre Lucie, Clovin Tiffany, Stock Benoît-Pierre, Jackson Mathieu, Dumez Vincent
Patient Partner, Montreal, Canada.
Formation PARTENAIRES, Université de Montréal, Montreal, Canada.
Clin Teach. 2025 Oct;22(5):e70199. doi: 10.1111/tct.70199.
For the past 15 years, an innovative curriculum named Formation PARTENAIRES has been advancing patient partnership in interprofessional education (IPE) at Université de Montréal. The aim of this article is to describe, from the perspective of patients themselves, the changing role of patients within this training programme.
The PARTENAIRES programme is a mandatory undergraduate IPE curriculum implemented across 13 healthcare and social services disciplines, involving over 5000 students and 125 patient partners annually. The programme's evolution has been marked by increasing patient leadership and is now co-chaired by a patient partner and a healthcare professional, with patients involved at all levels (design, delivery, assessment and improvement).
Key developments in patients' relationships with other stakeholders involved in the PARTENAIRES programme are highlighted. With students, patients have transitioned from providing one-off, idealised testimonials to sustaining reflexive, real conversations that bridge the student-patient gap. With academic disciplines, patient partners that were initially paired based on matching with their lived experience are now paired more flexibly to foster a universal educational contribution and support interdisciplinary learning. With clinical co-facilitators, the patients' role has evolved from reactive participation during workshops to proactive co-construction, promoting the democratisation of exchanges and shared responsibility for the programme's educational content.
Sustained institutional trust and long-term involvement have enabled patient partners to become central co-creators in the PARTENAIRES curriculum. Patients' transversal role fosters innovation and cross-disciplinary collaboration, illustrating that significant cultural change in IPE emerges through openness, adaptability and the time to grow together.
在过去15年里，蒙特利尔大学一项名为“伙伴关系培养”的创新课程一直在推进跨专业教育（IPE）中的患者伙伴关系。本文旨在从患者自身的角度描述患者在该培训项目中角色的变化。
“伙伴关系”项目是一门本科阶段的必修IPE课程，涵盖13个医疗保健和社会服务学科，每年有超过5000名学生和125名患者伙伴参与。该项目的发展以患者领导力的增强为标志，现在由一名患者伙伴和一名医疗保健专业人员共同主持，患者参与各个层面（设计、实施、评估和改进）。
突出了患者与参与“伙伴关系”项目的其他利益相关者关系中的关键发展。与学生的关系方面，患者已从提供一次性的理想化见证转变为进行反思性的真实对话，弥合了学生与患者之间的差距。与学术学科的关系方面，最初根据生活经历配对的患者伙伴现在配对更加灵活，以促进普遍的教育贡献并支持跨学科学习。与临床联合促进者的关系方面，患者的角色已从在研讨会上的被动参与转变为积极的共同构建，促进了交流的民主化以及对项目教育内容的共同责任。
持续的机构信任和长期参与使患者伙伴成为“伙伴关系”课程的核心共同创造者。患者的横向角色促进了创新和跨学科合作，表明IPE中的重大文化变革是通过开放、适应性以及共同成长的时间实现的。
