Our future in their hands:
How patients can inspire the next generation
Prof Annie Cushing, Dr Siobhan Cooke, Mrs Riya George
Introduction
Who are we and why are we here?
Not just in health…Engage Conference 2016
QMUL becomes first institution
to be awarded Gold Engage
Watermark for public
engagement
“Since the early days of the NCCPE
we have been championing a
culture in higher education where
public engagement can thrive.
Paul Manner, Director of NCCPE
Delivery of training, education and learning
opportunities
“It is important to recognize that how people train is as
important as what is taught. Education should include
training that is co-designed and co-delivered by people
with lived experience, in community settings” (page 34)
Realising the Value (2016), Making the change: Behavioural factors in person- and
community-centred approaches for health and wellbeing at:
http://www.nesta.org.uk/publications/making-change-behavioural-factors-person-andcommunity-centred-approaches-health-and-wellbeing
Spectrum of involvement – Towle et al 2010
1. Paper-based or electronic case or scenario
2. Standardised or volunteer patient in clinical setting
3. Patient shares his or her experience with students within a facultydirected curriculum
4. Patient-teachers are involved in teaching and evaluating students
5. Patient-teacher(s) as equal partners in student education, evaluation
and curriculum development
6. Patients involved at institutional level in addition to sustained
involvement as equal partners in student education, evaluation and
curriculum development.
Reciprocal benefits?
What are the (potential) reciprocal benefits of involving patients in
the education and training of future healthcare professionals?
Learning from shared experiences
• What have your experiences been to date?
• What have you learned?
• How might you translate your learning into
guiding principles for others wishing to
expand their practice?
The Vancouver Statement 2016:
“The patient’s voice in health and social care professional
education”
Patient can be viewed as an:
“ umbrella term to include people with health conditions
(service users, client, consumer etc) their caregivers
(including carers, parents and family members) and others
with relevant lived experience (community member, citizen
or lay person), recognizing that no single word is adequate
or universally acceptable”
A final thought
• To what extent did the workshop
meet your hopes?
• What did you encounter that
was relevant to you and the
development of your practice?
• What different experiences
would you hope to bring to a
workshop of this nature in a
years time?
Next Steps and Collaboration
Do you have patients who may be interested in being involved?
Would you like to supervise a student working with a Patient Health Mentor?
Next Patient Forum Sept 2017
“The language of patient involvement is confused
and emotive. (…) Patients disagree about the labels
with which they prefer to describe themselves (…)
and their preferences may change during the
trajectory of illness”.
(Towle et al. 2010)
http://www.nationalvoices.org.uk/principles-integrated-care
Person-Centred Approaches – The 3 Steps
Step 1. Conversations to engage with people
Covers the baseline of awareness, skills, knowledge and behaviours.
Step 2. Conversations to enable and support people :
May involve use of models and techniques such as self-management support,
shared-decision making and health coaching. Evidence based models can be
helpful to underpin these approaches, such as experience based co-design and
appreciative enquiry.
Step 3. Conversations to manage complexity
This is where decisions carry significant risk for individuals and there is likely to be
tension between professional and personal preferences