# An Innovative Course on Involving Patients in Health Professions Education

## TL;DR

This paper describes a new online course that teaches health professionals how to involve patients in education, with positive learner feedback and some limitations in patient diversity and engagement.

## Contribution

The paper introduces a novel 12-week online course designed to train health professionals in involving patients in education.

## Key findings

- Learners reported satisfaction with the course and found it relevant to their professional practice.
- Learners gained confidence in involving patients in health professions education.
- Patient participants in the course were predominantly Caucasian, educated, and from higher socio-economic backgrounds.

## Abstract

Patients can be actively involved in various aspects of health professions education (HPE). However, learners in HPE graduate programs have minimal opportunities to learn how to involve patients in HPE.

We designed, implemented, and evaluated a 12-week asynchronous, online graduate course that provides learners such opportunities. We established an advisory committee of patients, clinician-educators, and professors to guide course development. Using Thomas et al.’s framework, we established the general and targeted need for the course, identified the learning outcomes, determined the learning activities, and implemented and evaluated the course. It is offered within the asynchronous, online Diploma and Master in HPE at the University of Ottawa, Canada.

Forty learners participated in the course between 2020 and 2022. Using a survey with closed- and open-ended items, learners reported satisfaction with all course components, and they valued the patient narrative videos created for the course. After course completion, learners reported that the course is relevant to their professional practice. They also reported confidence in their abilities to actively involve patients in HPE. Based on the culminating assignment assessment data, learners attained course expectations.

Although patients who participated in the narrative videos represented diverse age ranges, health conditions, and experiences in HPE, they were often Caucasian, educated, and from a higher socio-economic background. Also, the level of engagement between patients and learners in the course was limited. We are committed to improving our own patient involvement efforts.