Dawne Gurbutt, Discipline Lead, Health Related Studies 11th July 2013

Enhancing the student learning experience through Patient & Public Involvement Practice, Policy and ImpactLiz Anderson Discipline Lead, Medicine & Dentistry

This workshop used an adaptation of the world café idea

Ref: Anderson, L. (2011) How to use the world café concept to create an interactive learning environment, Education for Primary Care (2011) 22: 337–8

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World café

• Our overall aim is to enhance the student learning experience through the sharing of good practice, raising awareness and recognising innovation

• We are aware of the challenges that individuals and organisations face in the governance, design, delivery and organisation of education

• There are a wide range of schemes, funding and initiatives that we aim to engage staff, students and service users in to support development of PPI

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HEA & PPI

• Educating for PPI (E4PPI) in collaboration with Southbank University

• Funding opportunities http://www.heacademy.ac.uk/funding

• Resources http://www.heacademy.ac.uk/resources

• Talking heads

• Linking with concurrent cluster projects

• Dedicated section of the HSCE bulletin

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HEA & PPI

• Workshop and seminar series on PPI http://www.heacademy.ac.uk/events

• Doctoral study supported through HEA scholarship scheme http://www.heacademy.ac.uk/resources/detail/doctoral-prog/doc-prog-carter

• Lived Experience Network (LEN) http://www.heacademy.ac.uk/resources/detail/disciplines/Health-Sciences/PPI/PPI-and-service-user-engagement

• Student Essay Competition & Student engagement

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HEA & PPI

• A ‘patient-led NHS’

• A focus on outcomes that must involve patient experience

• Putting patients and public first

• Identifying how user experiences can improve services

• Involving people in their own care to reduce inequalities, improve concordance and the overall patient experience

• Patient experience related to and influences patient safety

Context of health & social care delivery

• People who are patients, carers, service users or members of the public may be involved in a wide range of initiatives in higher education. This is now evident across many discipline areas and organisations other than health http://www.publicengagement.ac.uk/

• Involvement is particularly well established in certain areas of health and social care professional education eg GMC case studies

• However, although involvement is extensive and diverse, it may range from an embedded institutional approach to ‘pockets’ of innovation, with specific groups of learners 7

Educational context

• The Francis Report, patient safety, human factor agenda.

• Regulatory bodies eg: GMC

• Commissioners – Health Education England

• Attention to student experience

• Pedagogical trends in medical education

• National Student Survey

• PPI in research INVOLVE

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Key drivers

Level 1 : little involvement or consultation

Level 2 : emerging involvement

Level 3: growing involvement

Level 4: collaboration

Level 5: partnership

Tew, J, Gell, C., Foster, S. (2004). Learning from Experience Involving Service Users and Carers in Mental Health Education and Training. Nottingham: Higher Education Academy/ National Institute for Mental Health in England/Trent Workforce Confederation.

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Ladder of involvement Tew et al (2004)

6 main educational roles

• Paper based/electronic scenario

• Simulated patient

• Patient sharing experiences with staff facilitating

• Patient teacher- teaching or evaluating

• Patient teacher as partner in design, delivery and evaluation of the curriculum

• Involved at institutional level Towle, A. et al (2010) Active patient involvement in the education of health professionals: Medical Education; Volume 44, Issue 1, pages 64–74,

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The spectrum of involvement Towle et al (2010)

• Strong evidence that user involvement has short term benefits for all involved in terms of knowledge , skills and behaviour

• Less long term evaluation of the impact on professional and practice outcomes

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Evidence to support PPI

In small groups:

Individually write one sentence per post it on where & how you might use patients/service users/carers in your work. Try to write 3-4 post its.

Place your post its onto the flip chart reading them out to the group

Using the flip chart notes and thinking about different levels of involvement discuss & prepare to feedback

• Where you would like to be next year

• What might be the barriers and facilitators to success

• How might you assess impact

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Task (30 minutes)

• On-going research is required to further develop the evidence base

• Innovation requires an appropriate infrastructure, with policy and processes that facilitate involvement

• There is a need for a sharing of good practice, facilitation of development of involvement and a central repository of resources to promote knowledge transfer

• How involved is involved? Challenges and barriers in academic culture need to be identified.

• Spencer J.(2011) Can patients be teachers? Involving patients and service users in healthcare professionals’ education. A report to the Health Foundation . London : The Health Foundation

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Conclusion