Collaborating with Families: Exploring Family Member and Health Care Provider Perspectives on Engaging Families Within Medical Education

Ferguson, Genevieve; Abi-Jaoudé, Alexxa; Johnson, Andrew; Saikaly, Riley; Woldemichael, Bethel; Maharaj, Asha; Soklaridis, Sophie; Nirula, Latika; Hasan, Mahreen; Wiljer, David

doi:10.1007/s40596-017-0878-y

Cited by 7 publications

(8 citation statements)

References 17 publications

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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%

“…The education team found little in the literature to guide how to identify patients able to contribute effectively, and engage them in an authentic manner. Therefore, they followed the advice of Ferguson et al 5 to partner with an academic unit experienced at integrating patients into educational programming at the undergraduate level. Patient and Community Partnership for Education (PCPE) is such a unit at UBC.…”

Section: Problemmentioning

confidence: 99%

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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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Section: Problemmentioning

confidence: 99%

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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“…The five-hour curriculum included a grand rounds panel discussion, home visit, and parent interview to describe their experiences with the medical care model, decision-making process, and transition from the medical setting to home and community. This approach has since been applied to disciplines beyond pediatrics including psychiatry, oncology, and family medicine and has been a consistently effective approach for illustrating and injecting the key experiences of the patient and family into the discussion [ 26 , 27 ]. While effective, this particular implementation approach may not always be feasible.…”

Section: Introductionmentioning

confidence: 99%

A parent-led, patient-centered medical home model instruction for interprofessional undergraduate and graduate learning opportunities

Heginbotham

Baugh

Lefeber

et al. 2021

Medical Education Online

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Introduction Despite national efforts to establish patient-centered medical homes (PCMH), 57.3% of children with special health care needs are receiving care that does not meet medical home criteria. Project DOCC, a national curriculum designed by parents of children with disabilities or chronic disease, has shown documented strengths in medical resident learner education of children with special health care needs from the parent perspectives for over a decade. Because of the importance of PCMH and the need to provide compassionate care, our team adapted the curriculum to incorporate team-based learning in the rural setting. Materials and Methods Reading materials were distributed to learners prior to an in-person workshop at which time, learners reviewed a video and discussed PCMH materials to identify elements of the PCMH. Learners then engaged with parent mentors across three breakout sessions. A final group reflection was completed to review and discuss efforts providers would take to establish and maintain the PCMH in their own practice. Baseline and post-workshop PCMH perceptions and parent mentor reflections were collected and compared using t-test comparisons. Results Learner knowledge, perceptions, and comfort significantly increased after the workshop. Parent mentor comments also highlighted an increased understanding for the provider. Discussion: The adapted PCMH curriculum significantly impacted learner outcomes using a feasible approach that fit nicely within health professional curricula and limited resources of the rural setting. Parents enjoyed the opportunity to serve as mentors and valued the instruction format.

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“…While other research focused on the potential role of the family and their perceived psychosocial support needs [6,], none included information on how the relationship between the HCP and family can influence the course and outcome of patient care. Barriers to creating those partnerships included privacy concerns, fears around loss of power and control, overburdening the family, lack of health literacy and fears about being unable to establish a therapeutic alliance with patients due to family involvement [6, 7]. HCPs often underappreciate the unique skills and expertise that family members can provide both in their own family members’ care, as well as in the systems in which they have lived experience [3, 8].…”

Section: Introductionmentioning

confidence: 99%

Where is the family voice? Examining the relational dimensions of the family- healthcare professional and its perceived impact on patient care outcomes in mental health and addictions

et al. 2019

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Background We explored the relationship between family members and healthcare professionals (HCPs), specifically how family members can influence the course and outcome of patient care for youth. Exploring this under-researched area provided an opportunity to understand the tripartite relationship between the family, the youth experiencing mental health problems or substance use concerns and their HCP. Methods A qualitative research design was used to gain a full understanding of how family members experience relationships with HCPs. We interviewed 21 family members using semi-structure questions to explore the type of relationships formed between HCPs and family members throughout a patient’s course of care, the family member’s perceived role in the care of their youth accessing mental health or addiction services and the family member’s awareness of formalized structures (i.e., hospital rules, policies) and resources that support family involvement. Results Within a relationship-centred framework, four themes, with various sub-themes emerged from the interviews: 1) The family member–HCP relationship regarding creating a positive impression, being an extension of the patient and the discovery of “pink flags”; 2) The family member–youth–HCP relationship regarding the receptivity of youth to family involvement and a youth’s individual right to privacy; 3)The family member’s relationship to self with regard to the situation being a family illness; and 4) The family member’s relationship with friends, family and peers regarding the feelings of loneliness, stigma and shame and the lack of understanding about mental health problems and substance use. Conclusions Our study provided in-depth information about the importance of family involvement in the care and health outcomes of youth who are accessing mental health and addiction services. Family members experienced and conceptualized their relationships with HCPs, their youth, themselves and their friends and peers as active interactions that influenced the course and outcomes of care. Future studies are needed to collect the multiple perspectives of youth and HCPs alongside with the family perspectives.

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Collaborating with Families: Exploring Family Member and Health Care Provider Perspectives on Engaging Families Within Medical Education

Abstract: Aligning with the movement to improve collaboration between mental health professionals and service users requires developing relationships with family members. Identifying strategies to involve families in the development of CME is crucial to initiating and maintaining family engagement.

Cited by 7 publications

References 17 publications

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

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

A parent-led, patient-centered medical home model instruction for interprofessional undergraduate and graduate learning opportunities

Where is the family voice? Examining the relational dimensions of the family- healthcare professional and its perceived impact on patient care outcomes in mental health and addictions

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