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.

Large-scale, mobile and technology-enhanced serious game for interprofessional education: pilot study and lessons learnt.

Recent research suggests that serious gaming is a promising strategy for interprofessional education (IPE). This report describes the design and pilot testing of a large-scale, mobile, technology-enhanced serious game embedded in the IPE curriculum in Geneva, Switzerland. Organized into teams of eight, the students were tasked with finding a young patient who had just escaped from the intensive care unit. Through a series of 10 stations, they explored hospital- and community-based locations of the healthcare system and were engaged in various learning and game activities; they were rewarded with cues to unveil the mystery. A total of 582 undergraduate students from seven disciplines (medicine, midwifery, nursing, nutrition-dietetics, pharmacy, physiotherapy, and technology in medical radiology) took part. Survey results (response rate: 62.8%) suggest that an overall majority of students valued the game, particularly the collaborative experience of actively learning from others in autonomous teams. Qualitative feedback allowed us to identify future areas for improvement: simplifying the adventure storyline and optimizing student flow. Educational institutions across the world facing challenges when creating IPE activities will find in this report ideas and lessons learnt to use mobile technology and serious gaming for large cohorts of students.

German translation and validation of the Interprofessional Facilitation Scale.

We identified evidence from item response theory (IRT) to examine a German translation of the Interprofessional Facilitation Scale (IPFS). The IPFS was administered to n = 130 mixed-health profession participants in a post-interprofessional education practicum questionnaire. We used IRT analyses to examine the following three aspects of the IPFS: (a) general factor strength, (b) subscale usability, and (c) item bias. First, findings indicate a strong, general factor underlying the IPFS that supports unidimensional interpretations. Second, findings supported IPFS overall reliability, but failed to support subscale reliabilities. Third, item bias assessment using a comparator-French sample (n = 89) indicated insubstantial differences across German and French samples. Taken together, we find sufficient evidence to support the IPFS-German translation's application in IPE contexts and unidimensional interpretations. Subscores are not advisable for interpretation, and future researchers should aim to further inspect potential item bias.

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.

French translation and validation of the interprofessional facilitation scale for simulation.

This study aimed to translate the Interprofessional Facilitation Scale in French and validate its use for interprofessional simulation training. Experts translated the items into French and then back translated them into English. Data used for the validation were collected from interprofessional simulation trainings. Experts and observers found the scale's content validity was suitable. A principal component analysis was conducted. The Kaiser-Meyer-Olkin test value was 0.88 and two factors were identified, that explained 59.9% of the variance. They were labeled: (a) Opportunity of Interprofessional Learning and (b) Psychological Safety. The Cronbach's alpha measure of internal consistency was 0.91. The learning simulation environment explained the structure of the scale. This study provides evidence that the French version of Interprofessional Facilitation Scale can be used in the context of interprofessional simulation training.