Evaluation of inter-professional seminar involving patient-partners and caregivers

Abstract

ObjectiveTo assess the contribution of interprofessional education (IPE) for pre-graduate students from eight study branches. These seminars had patient-partners and caregivers as co-facilitators for reflexive conversations, with educational goals of learning interprofessional communication and involving patients in decision-making. MethodsA pre/post seminar comparison with 2 questionnaires about the students’ professional identity, multidisciplinary collaboration and patients’ involvement, and the richness of stakeholders’ definitions. Results1142 students participated in the course (n = 740 after removing missing data). The results indicate that this type of education helps students feel more confident in their ability to communicate and collaborate (z = −10,204; p < 0,001), involves patients in their care plan (z = −7,996; p < 0,001) and fosters the competence and autonomy of the post-graduate students in their own professional field (z = −10,627; p < 0,001). It also enriches the definition of patients’ roles (n = 399; z = −17,276; p < 0,001). ConclusionIncluding patients-partners and caregivers in IPE enriches the professional identity and increases the self-efficacy of futures caregivers. Practice implicationsThis program exposed students to collaborative care practices, can reduce their resistance to this type of practice after graduation by making them more confident in using a structured team approach and recognising its benefits for both patients and caregivers.