Crynodeb
Background:
Health professional education has been criticized for not integrating patient expertise into professional curricula to develop professional skills in patient empowerment.
Objective:
To develop and translate a new expert patient-centered model for teaching empowerment into professional education about routine chronic care management.
Methods:
Eight Finnish patients (known as expert patients), 31 students, and 11 lecturers from 4 European countries participated in a new pilot intensive educational module. Thirteen focus groups, artefacts, and an online student evaluation were analyzed using a thematic analysis and triangulated using a meta-matrix.
Results:
A patient-centered pedagogical model is presented, which describes 3 phases of empowerment: (1) preliminary work, (2) the elements of empowerment, and (3) the expected outcomes. These 3 phases were bound by 2 cross-cutting themes “time” and “enabling resources.”
Conclusion:
Patient expertise was embedded into the new module curriculum. Using an example of care planning, and Pentland and Feldman’s theory of routine organization, the results are translated into a patient-centered educational model for teaching empowerment to health profession students.
Health professional education has been criticized for not integrating patient expertise into professional curricula to develop professional skills in patient empowerment.
Objective:
To develop and translate a new expert patient-centered model for teaching empowerment into professional education about routine chronic care management.
Methods:
Eight Finnish patients (known as expert patients), 31 students, and 11 lecturers from 4 European countries participated in a new pilot intensive educational module. Thirteen focus groups, artefacts, and an online student evaluation were analyzed using a thematic analysis and triangulated using a meta-matrix.
Results:
A patient-centered pedagogical model is presented, which describes 3 phases of empowerment: (1) preliminary work, (2) the elements of empowerment, and (3) the expected outcomes. These 3 phases were bound by 2 cross-cutting themes “time” and “enabling resources.”
Conclusion:
Patient expertise was embedded into the new module curriculum. Using an example of care planning, and Pentland and Feldman’s theory of routine organization, the results are translated into a patient-centered educational model for teaching empowerment to health profession students.
| Iaith wreiddiol | Saesneg |
|---|---|
| Cyfnodolyn | Journal of Patient Experience |
| Dyddiad ar-lein cynnar | 26 Gorff 2017 |
| Dynodwyr Gwrthrych Digidol (DOIs) | |
| Statws | E-gyhoeddi cyn argraffu - 26 Gorff 2017 |