DOI: 10.34894/hjek7s
title: Sjim Romme - PhD Project data for study 1
title: Patient involvement in interprofessional education: A qualitative study yielding recommendations on incorporating the patient’s perspective

description: &lt;B&gt;Title&lt;/B&gt;&lt;BR&gt;
Patient involvement in interprofessional education: A qualitative study yielding recommendations on incorporating the patient’s perspective.&lt;BR&gt;&lt;BR&gt;
&lt;B&gt;Abstract&lt;/B&gt;&lt;BR&gt;
&lt;I&gt;Background&lt;/I&gt;&lt;BR&gt;
Patient involvement in interprofessional health professions education (HPE) is a new approach to fostering person-centeredness and collaborative competencies in undergraduate students. We developed the Patient As a Person (PAP-)module to facilitate students in learning from experts by experience (EBEs) living with chronic conditions in an interprofessional setting. This study aimed to explore the experiences of undergraduate students, EBEs and facilitators with the PAP-module and formulate recommendations on the design and organisation of patient involvement in interprofessional HPE. &lt;BR&gt;&lt;BR&gt;
 
&lt;I&gt;Methods&lt;/I&gt; &lt;BR&gt;
We collected data from students, EBEs, and facilitators through eight semi-structured focus group interviews and two individual interviews (N=51). The interviews took place at Maastricht University, Zuyd University of Applied Sciences and Regional Training Center Leeuwenborgh. Conventional content analysis revealed key themes. &lt;BR&gt;&lt;BR&gt;
 
&lt;I&gt;Results&lt;/I&gt; &lt;BR&gt;
Students reported that learning from EBEs in an interprofessional setting yielded a more comprehensive approach and made them empathise with EBEs. Facilitators found it challenging to address multiple demands from students from different backgrounds and diverse EBEs. EBEs were motivated to improve the person-centredness of health care and welcomed a renewed sense of purpose. &lt;BR&gt;&lt;BR&gt;
 
&lt;I&gt;Conclusions&lt;/I&gt; &lt;BR&gt;
This study yielded six recommendations: &lt;BR&gt;
• Students from various disciplines visit an EBE to foster a comprehensive approach; &lt;BR&gt;
• Groups of at least two students visit EBEs; &lt;BR&gt;
• Students may need aftercare for which facilitators should be receptive; &lt;BR&gt;
• EBEs need clear instructions on their roles; &lt;BR&gt;
• Multiple EBEs in one session create diversity in perspectives and &lt;BR&gt;
• Training programmes and peer-to-peer sessions for facilitators help them to interact with diverse students and EBEs. &lt;BR&gt; &lt;BR&gt;
&lt;I&gt;Data index&lt;/I&gt;&lt;BR&gt;
The study contained eight focus group interviews and two individual interviews:&lt;BR&gt;
Transcript name -&gt; Description&lt;BR&gt;
Transcript focus group UMd -&gt; Focus group interview Maastricht University teachers&lt;BR&gt;
Transcript focus group UMp -&gt; Focus group interview Maastricht University patients&lt;BR&gt;
Transcript focus group UMs1 -&gt; Focus group interview Maastricht University students 1&lt;BR&gt;
Transcript focus group UMs2 -&gt; Focus group interview Maastricht University students 2&lt;BR&gt;
Transcript focus group UMs3 -&gt; Focus group interview Maastricht University students 3&lt;BR&gt;
Transcript focus group ZuydD -&gt; Focus group interview Zuyd University of Applied Sciences teachers&lt;BR&gt;
Transcript focus group ZuydP -&gt; Focus group interview Zuyd University of Applied Sciences patient&lt;BR&gt;
Transcript interview ZuydS1-&gt; Individual interview Zuyd University of Applied Sciences student 1&lt;BR&gt;
Transcript interview ZuydS2 -&gt; Individual interview Zuyd University of Applied Sciences student 2&lt;BR&gt;
Transcript focus group ROCs1-&gt; Focus group interview ROC Leeuwenborgh students&lt;BR&gt;&lt;BR&gt;