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).
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education. The National Center for Interprofessional Practice and Education is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
- Physicians: This activity will be designated for CME AMA PRA Category 1 Credit(s)TM through ACCME.
- Physician Assistants: NCCPA accepts AMA PRA Category 1 Credit(s)™ from organizations accredited by ACCME or a recognized state medical society.
- Nurses: This activity will be designated for CNE nursing contact hours through ANCC.
- Pharmacists and Pharmacy Technicians: This activity will be designated for CPE contact hours (CEUs) through ACPE.
- Social Workers: This activity will be designated for social work continuing education credits through ASWB.
- All health professionals: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.