Putting the Patient in IPE: Engaging Patient Advisors in Experiential IPE Learning and Evaluation

Learning Objectives: The learner will...

1. Understand details of a specific model for implementation of a patient advisor-centered framework for student IPE learning and evaluation
2. Evaluate the value-added of authentic patient-advisor engagement in IPE learning for students, academic institutions and patients as well as potential barriers
3. Apply this model of patient engagement in IPE to individual systems and settings and leave the session with a beginning plan of next steps for application of this model in their setting/community

Seminar description

Existing literature describing IPE tends to focus on simulation or case-based classroom interventions which have limitations regarding clinical authenticity (Eliot 2018; Jacobs 2017, Edstrom et al, 2020). Naumann, et al (2020) identities a need for “authentic clinical environments” to help students integrate interprofessional collaboration theory into practice. Thus, there is a need for innovative models to expand engagement of patients and community members in creating, implementing and evaluating IPE.

Healthcare systems have embraced goals related to patient and family-centered care by increasingly integrating patient and family advisors to provide advice and feedback in broad areas related to healthcare delivery (Wheeler, 2020; Warren, 2021). However, little use of patient advisors has been found in IPE curricula.

This presentation will share a framework for creative collaboration with our health system’s Office of Patient Experience in providing student IPE opportunities to learn through contact with real patient-family units. Longitudinal Interprofessional Family-Based Experience (LIFE) is an 11-week IPE learning experience involving health science student teams focused on developing IPE competencies through students planning for and implementing live virtual sessions with patient advisors with chronic illnesses. Patient advisors also completed feedback questionnaires regarding their program experiences as well as perceptions of observed demonstration of student IPE competencies, thus providing valuable feedback beyond standard student self-rating tools.
Seminar participants will leave with practical knowledge and ideas for collaboration, recruitment and engagement of patient-family advisors as IPE educators and potential IPE curricula evaluators. Implication of themes from patient feedback regarding the meaning patients found in being “teachers,” and how this experience may impact their view of the health care system will be discussed. Seminar participants will have the opportunity to brainstorm ideas for application of this framework to their own settings and communities.

Outline of Seminar

1. Describe Longitudinal Interprofessional Family-Based Experience overview of structure, format and implementation
   • Use of chat and polling of audience regarding current experience and desire for IPE patient involvement
2. Identify diverse impact of patient engagement on patients, students and healthcare institutions.
   • Present summary feedback data using chat and polling to expand visions of impact.
3. Describe Patient Advisors engagement as IPE teachers and evaluators
   • Question and answer discussion with audience engagement with participating patients of our team, modeling the value of patients as educators.
4. Application brainstorm of individualizing this model to one’s own setting and communities
   • Use of breakout rooms with a semi-structured Goggle Doc activity to explore application of model with participants leaving with a beginning integration plan.