Enhancing user involvement through interprofessional education in healthcare: the case of cancer services

Daykin, Norma; Rimmer, James H.; Turton, P; Evans, Simon; Sanidas, M.; Tritter, Jonathan; Langton, Helen

doi:10.1046/j.1473-6861.2002.00018.x

Cited by 13 publications

(8 citation statements)

References 10 publications

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“…This perception of threat may be due to role ambiguity and a loss of autonomy, control and power (Daykin et al, 2002;Felton and Stickley, 2004). However, whilst service users wanted to participate in groups in order to receive support and companionship from their peers, medical educators wanted to include groups in order to allow multiple voices to be heard, therefore guarding against the common criticism of 'tokenism' (Felton and Stickley, 2004):…”

Section: Theme 2: Who Can Be Involved?mentioning

confidence: 99%

“User Involvement Is a Sine Qua Non, Almost, in Medical Education”: Learning with Rather than Just About Health and Social Care Service Users

Rees

Knight

Wilkinson

2006

Adv Health Sci Educ Theory Pract

125

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Despite the General Medical Council emphasising the value of service users to medical students' education, there is scant literature about service user involvement in medical education. Although some research has outlined the effectiveness of service users as teachers, none has explored social issues surrounding how medical students learn 'with' rather than just 'about' service users. Incorporating insights from contemporary socio-cultural learning theory, this study examines the views and experiences of 47 stakeholders (comprising 19 service users, 13 medical students and 15 medical educators) concerning service user involvement in medical education. Eight audiotaped focus group discussions were convened and the audiotapes were transcribed. The transcripts and audiotapes were independently analysed by multiple researchers using Framework analysis. Seven content- and five process-orientated themes emerged from the analysis. Content-related themes included the costs and benefits of service user involvement in medical education and process-related themes included the use and function of humour and metaphor. In this paper, we focus primarily on the content-related themes. We discuss these findings in light of the existing service user involvement literature and contemporary socio-cultural learning theory and provide implications for further research and educational practice. We encourage educators to involve service users in medical education but only in a considered way.

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Section: Theme 2: Who Can Be Involved?mentioning

confidence: 99%

“User Involvement Is a Sine Qua Non, Almost, in Medical Education”: Learning with Rather than Just About Health and Social Care Service Users

Rees

Knight

Wilkinson

2006

Adv Health Sci Educ Theory Pract

125

View full text Add to dashboard Cite

show abstract

“…Training based on personal history and insight is relatively new, and can be stressful for the trainer and the learner (e.g. Turner et al . 2000, Daykin et al .…”

Section: Introductionmentioning

confidence: 99%

The outcomes of partnerships with mental health service users in interprofessional education: a case study

Barnes

Carpenter

Dickinson

2006

Health Soc Care Community

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This paper reports findings from a 5‐year evaluation (1998–2003) of a postqualifying programme in community mental health in England which made a sustained attempt to develop partnerships with service users. Users were involved in the commissioning of the programme and its evaluation, as trainers and as course members. The evaluation employed mixed methods to assess: learners’ reactions to user‐trainers and users as course members; changes in knowledge, attitudes and skills; and changes in individual and organisational practice. Data were collected from participant observation of training, 23 individual and 18 group interviews with students and their managers (n = 13), and student ratings of knowledge and skills at the beginning and end of the programme (n = 49). The quality of care provided by students was rated by service users (n = 120) with whom they worked, using a user‐defined questionnaire. The quality of care, and mental health and quality of life outcomes were compared to those for two comparison groups (n = 44) in areas where no training had taken place. In general, the students reported positive learning outcomes associated with the partnership orientation of the programme, and learning directly from and with service users. A higher proportion of programme users reported good user‐centred assessment and care planning, and showed greater improvement in life skills compared to the comparators. This case study provides evidence of the value of partnership working with service users in interprofessional postqualifying education in mental health. The success is attributed to the design of the programme and the responsiveness of the programme board, which included service users. It may provide a useful model for programmes elsewhere and for other user groups. The case study itself provides a possible model for the systematic evaluation of partnerships with users in education and training.

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“…7 Barriers to meaningful patient participation include power structures, perceptions of expertise attributed to the primacy of scientific knowledge over lived experience, and anxiety among professionals about talking to, and learning directly from, patients. 2,4,5,10…”

Section: Problemmentioning

confidence: 99%

Patient Partners in Continuing Professional Development: Experience Developing an End-of-Life Care Program for Family Physicians

Tajani

Towle

Beamish

et al. 2021

J Contin Educ Health Prof

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Involvement of patients in continuing professional development (CPD) is less developed than in health professional education at undergraduate or postgraduate levels. Although patients are sometimes involved in delivering CPD, they are less likely to be involved in education planning. At our institution, patients have sometimes acted as consultants in the design of CPD. The problem we address is how to engage patients as partners throughout the design process. We applied principles of authentic patient engagement and lessons learned from patient involvement in undergraduate health professional education to the design of CPD for family physicians. We created a partnership between the CPD Office and Patient and Community Partnership for Education, a unit with a history of patient involvement in the education of health professional students. Practices for meaningful involvement were identified through literature review, environmental scan, and interviewing key informants, including patients involved in health professional education at the university. These principles and practices were applied to the development of a CPD module on end-of-life care. Patient partners contributed new perspectives and some CPD providers reassessed components of their own practice as a result. Lessons learned include the need for stakeholder buy-in; mechanisms to identify those patients best able to contribute expertise; ways to facilitate involvement that work for both patients and CPD providers; the importance of feedback mechanisms to patient partners; and recognition for patient contributions. CPD offices should view integration of patient partners in program planning as an opportunity to engage in ongoing quality improvement.

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Enhancing user involvement through interprofessional education in healthcare: the case of cancer services

Cited by 13 publications

References 10 publications

“User Involvement Is a Sine Qua Non, Almost, in Medical Education”: Learning with Rather than Just About Health and Social Care Service Users

“User Involvement Is a Sine Qua Non, Almost, in Medical Education”: Learning with Rather than Just About Health and Social Care Service Users

The outcomes of partnerships with mental health service users in interprofessional education: a case study

Patient Partners in Continuing Professional Development: Experience Developing an End-of-Life Care Program for Family Physicians

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