Optimiser le co-enseignement patient/professionnel de santé.

INTRODUCTION: Patient engagement in the training of future health professionals is on the rise, given that the information patients transmit is immensely valuable to students. In addition, their involvement, alongside health professionals, in the formulation of academic materials should improve the quality of care in the long run. Little is written about good practice in involving patients in teaching, and even less about co-teaching, which is a demanding activity. We conducted a study with pairs of teachers who co-taught in health partnership workshops to develop best practice recommendations to optimize the roll-out of patient-healthcare professional co-teaching. PURPOSE OF THE RESEARCH: This qualitative study aims to present these recommendations of good practices of co-teaching. RESULTS: The data collected made it possible to develop, evaluate, and adjust six good practices to guide the pairs during the co-teaching process: knowledge of the subject taught, regular meetings, teaching framework and materials, role definition, symmetry and complementarity in the pair, and a debriefing session following each teaching session. CONCLUSION: Patient involvement in co-teaching requires rigorous preparation. The application of good practice recommendations facilitates this preparation process.

Patients partenaires : retour d'expérience sur l'enseignement du partenariat à Genève.

INTRODUCTION: Patient safety, quality and efficiency of care can be improved by strengthening interprofessional collaboration and patient engagement at all levels of the healthcare system. From the first year of the interprofessional collaboration training program for health students at the School of Health, the faculty of medicine and the section of pharmaceutical sciences in Geneva, patients are involved in partnership teaching. AIM OF THE STUDY: The study aims to assess two teaching activities, focusing on patient-caregiver in care, a conference, and workshops. These activities were co-constructed and co-facilitated by patient-teacher pairs. Based on their experiential knowledge, the patients' perspective was integrated into the teaching content. METHOD: A quantitative and qualitative assessment of the activities was conducted by questionnaire administered to students and semi-structured interviews with patients and teachers. RESULTS: Students, patients, and teachers evaluated the teaching activities as suitable, and the content was considered relevant. The implementation of partnership in patient-teacher pairs, especially co-facilitation, was a strong point of the activities. Most of the patients, who were teaching for the first time, nevertheless felt a significant apprehension concerning the animation of the activity.Conclusion : This first experience of teaching in partnership with patients gives cause for reflection on the involvement of patients in teaching and in particular in the co-construction of the content of training programs.