■患者可以积极参与卫生专业教育(HPE)的各个方面。然而,HPE研究生课程的学习者有很少的机会来学习如何让患者参与HPE。
■我们设计了,已实施,并评估了一个12周的异步,在线研究生课程,为学习者提供这样的机会。我们成立了一个病人咨询委员会,临床医生-教育工作者,和教授指导课程开发。使用Thomas等人。\的框架,我们确立了课程的总体和目标需求,确定了学习成果,确定学习活动,并实施和评估课程。它是在异步中提供的,渥太华大学HPE在线文凭和硕士学位,加拿大。
■40名学习者在2020年至2022年之间参加了该课程。使用封闭式和开放式项目的调查,学习者报告对所有课程组件的满意度,他们重视为课程制作的病人叙事视频。课程完成后,学习者报告说,该课程与他们的专业实践有关。他们还报告了他们对患者积极参与HPE的能力的信心。根据最终的作业评估数据,学习者达到了课程期望。
■尽管参与叙事视频的患者代表了不同的年龄范围,健康状况,以及在HPE的经验,他们通常是高加索人,受过教育,来自更高的社会经济背景。此外,患者和学习者在课程中的参与程度有限.我们致力于改善我们自己的患者参与努力。
UNASSIGNED: Patients can be actively involved in various aspects of health professions education (HPE). However, learners in HPE graduate programs have minimal opportunities to learn how to involve patients in HPE.
UNASSIGNED: We designed, implemented, and evaluated a 12-week asynchronous, online graduate course that provides learners such opportunities. We established an advisory committee of patients, clinician-educators, and professors to guide course development. Using Thomas et al.\'s framework, we established the general and targeted need for the course, identified the learning outcomes, determined the learning activities, and implemented and evaluated the course. It is offered within the asynchronous, online Diploma and Master in HPE at the University of Ottawa, Canada.
UNASSIGNED: Forty learners participated in the course between 2020 and 2022. Using a survey with closed- and open-ended items, learners reported satisfaction with all course components, and they valued the patient narrative videos created for the course. After course completion, learners reported that the course is relevant to their professional practice. They also reported confidence in their abilities to actively involve patients in HPE. Based on the culminating assignment assessment data, learners attained course expectations.
UNASSIGNED: Although patients who participated in the narrative videos represented diverse age ranges, health conditions, and experiences in HPE, they were often Caucasian, educated, and from a higher socio-economic background. Also, the level of engagement between patients and learners in the course was limited. We are committed to improving our own patient involvement efforts.