Person/patient and Family Engagement in Pre-service Education: SAME-FAME
Themes addressed: (themes 1, 2, & 3)
When patient and families are engaged members of interprofessional health care teams, an elevated level of interprofessional clinical care is possible. To train healthcare professionals who are able to engage patients and families in patient-centered and family-centered health care teams, patient-family-caregivers must be partners in pre-service education (Theme 1). Simulated patient care experiences provide pre-service learners with safe and practical methods to gain knowledge, skills, and helpful attitudes toward patients-families-caregivers (Theme 3). Knowledge, skills, and attitudes of learners involved in successful simulated experiences have the potential for positive influence measured in outcomes. The same goes for knowledge, skills, and attitudes of patients-families-caregivers involved in providing simulated experiences additionally providing them with leadership and mentoring opportunities with peers, pre-service learners, and health professions educators (Theme 2).
Seminar knowledge and skills in practice and community settings:
Innovative learning experiences in pre-service can move health care in a new direction. In this seminar, participants will explore the impact of partnering with patients-families-caregivers from the beginning in the planning, delivery, evaluation, and dissemination of pre-service education. An innovative interdisciplinary pre-service education program, SAME-FAME (Self-Advocates/Family Advocates as Medical Educators), which partners with people with intellectual/developmental disabilities and family members, will be used as an example of how health care can be moved in this new direction. Participants will identify knowledge and skills needed to partner with patients-families-caregivers in pre-service education and consider ways to apply this knowledge and skills in their own preservice work.
1) Distinguish between symbolic exposure and authentic interaction with patients-families-caregivers in pre-service learning.
2) Analyze how patients-families-caregivers can work together to plan, teach, and evaluate an interprofessional pre-service education project.
Active -learning strategies:
1) Possibilities - Groups brainstorm ways to engage patients-families-caregivers in a planned or potential pre-service learning activity.
2) Planned specific action - Groups discuss ways to evaluate the engagement of patients-families-caregivers in pre-service learning activities.
1) Possibilities - Specific ideas on how to engage patients-families-caregivers in a planned or potential pre-service learning activity will be shared.
2) Planned specific action - Discussion-generated evaluation methods about the engagement of patients-families-caregivers in pre-service learning activities will be shared.
A) Introduction (10-minutes with Q&A)
- Patient-centered and family-centered care,
- Patient-family-caregiver partners in pre-service learning,
B) SAME-FAME Project: (10 minutes with Q&A)
- Role of Office of Interprofessional Education at OUHSC,
- Mentoring and leadership,
- Lessons learned,
- Next steps.
C) Engaging individuals/patients and families in Preservice Learning:
- Group Work: (10-minute interactive) Engaging patients-families-caregivers in pre-service learning,
- Group Work: (15-minute interactive) Evaluation when engaging patients-families-caregivers in pre-service learning.
D) Debrief, session summary, and next steps: (15-minutes with Q&A)
- Action-focused knowledge review,
- Planned learner outcomes review,
- Participant next steps.
SAME/FAME was funded through a grant by the Oklahoma Health Sciences Center’s Interprofessional Educators and Practitioners Association (IEPA).