The patient ' s voice in health and social care professional education

Abstract

Purpose-The purpose of this paper is to present a statement about the involvement of patients in the education of health and social care professionals developed at an international conference in November 2015. It aims to describe the current state and identify action items for the next five years. Design/methodology/approach-The paper describes how patient involvement in education has developed as a logical consequence of patient and public participation in health care and health research. It summarizes the current state of patient involvement across the continuum of education and training, including the benefits and barriers. It describes how the conference statement was developed and the outcome. Findings-The conference statement identifies nine priorities for action in the areas of policy, recognition and support, innovation, research and evaluation, and dissemination and knowledge exchange. Originality/value-The conference statement represents the first time that an international and multidisciplinary group has worked together to assemble in a single document specific priorities for action to embed the patient's voice in health professional education.

Purposeful involvement of experts by experience

“…Experts by experience (EbE) are defined as ‘people who have experience of using (or caring for someone who uses) health and/or social care services’ . Initiatives that include the voices of EbE in health and social care education are reported across the globe, and active steps have been taken to encourage further involvement . In the UK, professional bodies now require that EbE are involved in health and social care education to better address today's complex care needs (Table ) .…”

“Experts by Experience”: The Involvement of Service Users and Families in Designing and Implementing Innovations in Family Justice

“…In recognition of the importance of these issues, an international and multidisciplinary group gathered at the international conference "Where's the Patient's Voice in Health Professional Education?" in November 2015 developed a statement-consequently known as the "The Vancouver Statement" (Towle et al, 2016)-setting specific priorities for action to embed the involvement of patients in the education of health and social care professionals internationally.…”

“…Service user involvement in education can materialize in a broad range of educational activities, including the selection of students, teaching including assessment and providing feedback, and curriculum development (Unwin et al, ). It is acknowledged that it provides valuable opportunities for trainees to develop their communication skills, empathic understanding, and overall professional attitudes, including an individualized approach to the client/patient (Towle & Godolphin, ; Towle et al, ). In recognition of the importance of these issues, an international and multidisciplinary group gathered at the international conference “Where's the Patient's Voice in Health Professional Education?” in November 2015 developed a statement—consequently known as the “The Vancouver Statement” (Towle et al, )—setting specific priorities for action to embed the involvement of patients in the education of health and social care professionals internationally.…”

Developing measures for assessment of patient-centred communication: a case of the tail wagging the dog?

“…There is increasing consensus that ideological aspiration to co‐production is laudable . It also makes strategic sense.…”

“…There is increasing consensus that ideological aspiration to coproduction is laudable. [2][3][4][5] It also makes strategic sense. Quantitative measurement may be incongruent with the ways in which both patients and clinicians experience their day-to-day lives, formulate perceptions, develop service evaluations and communicate with one another.…”