Abstract
Trends in health care such as consumerism, the increased need for chronic care, and more involvement of patients in decision-making, provide powerful reasons to involve patients in the education of health professionals. In order for students to acquire the knowledge, skills, and especially the attitudes and behaviours, to put collaborative patient-centred care into practice, patients must become a core part of interprofessional education. We describe factors that have sustained the work of the Patient & Community Partnership for Education unit at the University of British Columbia, Canada, from university and community perspectives. Our key messages are the importance of relationships at different levels; long term commitment leading to other opportunities for involvement of the community and academy; reciprocity (mutual benefits); and the importance of creating positive experiences.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Brault, I., Vanier, M.-C., Dumez, V., Towle, A., Godolphin, W., Pittenger, A. L., … Collins, L. (2016). Partnering with patients in interprofessional education in Canada and the USA: Challenges and strategies. In D. Forman, M. Jones, & J. Thistlethwaite (Eds.), Leading research and evaluation in interprofessional education and collaborative practice (pp. 329–353, Chapter 16). Basingstoke, Hampshire, UK: Palgrave Macmillan.
Cheng, P. T. M., & Towle, A. (2017). How patient educators help students to learn: An exploratory study. Medical Teacher, 39, 308–314.
Farrell, C., Towle, A., & Godolphin, W. (2006). Where’s the patient’s voice in health professional education? Vancouver: Division of Health Care Communication, University of British Columbia. ISBN 0-9782028-0-5.
Fitzgerald, H. E., Bruns, K., Sonka, S. T., Furco, A., & Swanson, L. (2012). The centrality of engagement in higher education. Journal of Higher Education Outreach and Engagement, 16, 7–27.
Kline, C., Asadian, W., Godolphin, S., Hewitt, C., & Towle, A. (2018). From “academic projectitis” to partnership: Community perspectives for authentic community engagement in health professional education. Engaged Scholar Journal, 4, 79–96.
Kline, C. C., Chhina, G. S., Godolphin, W. J., & Towle, A. (2013). Community as teacher model: Health profession students learn cultural safety from an Aboriginal community. Michigan Journal of Community Service Learning, 20, 5–17.
Ruitenberg, C. W., & Towle, A. (2015). “How to do things with words” in health professions education. Advances in Health Sciences Education, 20, 857–872.
Shediac-Rizkallah, M. C., & Bone, L. R. (1998). Planning for the sustainability of community-based health programmes: Conceptual frameworks and future directions for research, practice and policy. Health Education Research, 13, 87–108.
Towle, A., Bainbridge, L., Godolphin, W., Katz, A., Kline, C., Madularu, I., … Thistlethwaite, J. (2010). Patient involvement in medical education. Medical Education, 44, 64–74.
Towle, A., Brown, H., Kerston, R. P., Hofley, C., Lyons, H., & Walsh, C. (2014). The expert patient as teacher: An interprofessional health mentors programme. Clinical Teacher, 11, 301–306.
Towle, A., Farrell, C., Gaines, M.E., Godolphin, W., John, G., Kline, C., … Thistlethwaite, J. (2016). The patient’s voice in health and social care professional education. The Vancouver Statement. International Journal of Health Governance, 21, 18–25.
Towle, A., & Godolphin, W. (2013). Patients as educators: Interprofessional learning for patient-centred care. Medical Teacher, 35, 219–225.
Towle, A., & Godolphin, W. (2015). Patient involvement in health professional education: Promoting their authentic and autonomous voices. Clinical Teacher, 12, 149–154.
Towle, A., Godolphin, W., & Kline, C. (2015). The community comes to campus: The Patient and Community Fair. Clinical Teacher, 12, 1–7.
Vogel, A. (2009). Advancing service-learning in health professions education: Maximizing sustainability, quality and co-leadership. Ph.D. thesis, Johns Hopkins University, Baltimore, Maryland, USA.
Weerts, D. J., & Sandmann, L. R. (2010). Community engagement and boundary-spanning roles at research universities. Journal of Higher Education, 81, 702–727.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 The Author(s)
About this chapter
Cite this chapter
Towle, A., Godolphin, W., Kline, C., Lauscher, D. (2020). Building and Sustaining Patient and Community Partnerships in Interprofessional Education. In: Forman, D., Jones, M., Thistlethwaite, J. (eds) Sustainability and Interprofessional Collaboration. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-40281-5_15
Download citation
DOI: https://doi.org/10.1007/978-3-030-40281-5_15
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-40280-8
Online ISBN: 978-3-030-40281-5
eBook Packages: Business and ManagementBusiness and Management (R0)