Patient Involvement in CPD: Provocations and Possibilities

Rowland, Paula; Archibald, Douglas

doi:10.1097/ceh.0000000000000412

Cited by 1 publication

(1 citation statement)

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“…Engagement of community partners, including patients, is increasingly recognized as an important step in developing medical education curricula. [3][4][5][6][7] Community partnerships can align curriculum objectives and content with the priorities, needs, and experiences of key groups including patients, community members, and multidisciplinary healthcare professionals. Yet, few studies describe how to incorporate such partners in curriculum design.…”

Section: Introductionmentioning

confidence: 99%

Structured Engagement of Community Partners to Revise a Pregnancy Options Counseling Curriculum for Pediatric Residents

Kirkpatrick

Goldman

Bell

et al. 2023

Journal of Medical Education and Curricular Development

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OBJECTIVE The engagement of community partners, including patients, is increasingly recognized as important in developing medical education curricula. Structured methodology for partner engagement in curriculum development is lacking in the existing literature. This article describes a structured approach to engaging community partners to provide input on revising a curriculum for pediatric residents about pregnancy options counseling with adolescents. METHODS We used the five-step Method for Program Adaptation through Community Engagement: (1) development of a panel of community partners including patients and professionals, (2) and (3) partner evaluation of the existing curriculum and recommendations for revisions, (4) summarization of partner feedback, and (5) development of the revised curriculum. We surveyed partners about their perceived impact on the revision and satisfaction with the process. RESULTS Seventeen partners participated. Five experienced adolescent pregnancy, while the remaining 12 included healthcare and social service professionals. All partners provided multiple recommendations, generating 124 discrete recommendations. Twenty recommendations were suggested by multiple individuals. The authors reviewed all recommendations by category during consensus meetings and determined which recommendations would be incorporated into the revised curriculum to meet stated learning objectives. We implemented 14 of these 20 recommendations, including adding a values clarification exercise, information about mental health crisis resources, and more detail about adoption. We also incorporated 15 individual recommendations pertaining to curriculum clarity. Recommendations from professionals and patients were similar. Fourteen out of 17 participants completed the survey at the close of the project. All respondents understood their roles, were satisfied with their degree of engagement, and felt that their expectations for participation were met or exceeded. CONCLUSIONS This study describes a methodology for a formal process to engage community partners in curriculum development and revision processes. Such methodology can ensure that medical education curricula are optimally attuned to the needs of key community members and integrate the patient’s voice.

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