Date Presented 03/21/24
This phenomenological study looked at the experiences of patient and family faculty participating in patient and family engaged care interprofessional education. The benefits of including patient and family faculty in OT education are discussed.
Primary Author and Speaker: Elise M Bloch
Additional Authors and Speakers: Anna Denslow, Jennifer Hanson, Nancy Le, Priya Patel, Mallory Gruender, Mackenzie Zinkil, Taylor Martin
INTRO: This phenomenological research study aimed to understand the lived experiences of patient and family faculty after their participation in an interprofessional education session. Patient and family faculty educated students on the tenets and definitions of patient and family engaged care (PFEC); PFEC is considered best practice to ensure patient safety and optimal healthcare outcomes. Patient and family faculty are parents, caregivers, and patients who provide their own experiences of living with or caring for individuals with chronic diseases in our complex healthcare system.
METHOD: Ten patient and family faculty participated in interview and focus group sessions. Researchers bracketed prior to conducting interviews to acknowledge bias. The Giorgio method was used to find common themes throughout the research process. Credibility was established through two forms of triangulation, data triangulation (interviews, focus groups, researcher reflections) and investigator triangulation (eight graduate students plus faculty advisor). Themes were reviewed with participants through member checking.
RESULTS: Researchers identified common themes with each participant about their overall experience. Consistent with previous literature, themes described how participants gained therapeutic benefits, a sense of meaningfulness and community, and were able to advocate for future patients and families. One new finding emerged as a result of this study which identified the benefits and limitations of patient and family faculty educating students through virtual formats such as Zoom and a pre-recorded panel.
CONCLUSION: Patient and family faculty experience multiple benefits from engaging in an interprofessional education experience where they share their lived experiences with healthcare students. This study highlighted one of many ways that patients and families can partner with faculty to enhance the education of healthcare students.
References
Baerg, K., Trinder, K., Cole, C., & Thiessen, H. (2018). The interdisciplinary patient partner program: Building better health care professionals through mentorship with patients and families. MedEdPublish, 7, 203. https://doi.org/10.15694/mep.2018.0000203.1
Cheng, P. T. M., & Towle, A. (2017). How patient educators help students to learn: An exploratory study. Medical Teacher, 39(3), 308–314. https://doi.org/10.1080/0142159x.2017.1270426
Frampton, S. B., S. Guastello, L. Hoy, M. Naylor, S. Sheridan, and M. Johnston-Fleece. (2017). Harnessing evidence and experience to change culture: A guiding framework for patient and family engaged care. NAM Perspectives Discussion Paper, National Academy of Medicine, Washington, DC. https://doi.org/10.31478/201701f
Dijk, S.W., Duijzer, E.J., & Wienold, M. (2020). Role of active patient involvement in undergraduate medical education: A systematic review. BMJ Open, 10(7). https://doi.org/10.1136/bmjopen-2020-037217
