Professionals learning together with patients: An exploratory study of a collaborative learning Fellowship programme for healthcare improvement

File Description SizeFormat 
Professionals learning together with patients FINAL pdf.pdfPublished version1.31 MBAdobe PDFView/Open
Title: Professionals learning together with patients: An exploratory study of a collaborative learning Fellowship programme for healthcare improvement
Authors: Myron, R
French, C
Sullivan, P
Sathyamoorthy, G
Barlow, J
Pomeroy, L
Item Type: Journal Article
Abstract: Improving the quality of healthcare involves collaboration between many different stakeholders. Collaborative learning theory suggests that teaching different professional groups alongside each other may enable them to develop skills in how to collaborate effectively, but there is little literature on how this works in practice. Further, though it is recognised that patients play a fundamental role in quality improvement, there are few examples of where they learn together with professionals. To contribute to addressing this gap, we review a collaborative fellowship in Northwest London, designed to build capacity to improve healthcare, which enabled patients and professionals to learn together. Using the lens of collaborative learning, we conducted an exploratory study of six cohorts of the year long programme (71 participants). Data were collected using open text responses from an online survey (n = 31) and semi-structured interviews (n = 34) and analysed using an inductive open coding approach. The collaborative design of the Fellowship, which included bringing multiple perspectives to discussions of real world problems, was valued by participants who reflected on the safe, egalitarian space created by the programme. Participants (healthcare professionals and patients) found this way of learning initially challenging yet ultimately productive. Despite the pedagogical and practical challenges of developing a collaborative programme, this study indicates that opening up previously restricted learning opportunities as widely as possible, to include patients and carers, is an effective mechanism to develop collaborative skills for quality improvement.
Issue Date: 1-May-2018
Date of Acceptance: 12-Oct-2017
ISSN: 1356-1820
Publisher: Taylor & Francis
Start Page: 257
End Page: 265
Journal / Book Title: Journal of Interprofessional Care
Volume: 32
Issue: 3
Copyright Statement: © 2018 [Rowan Myron, Catherine French, Paul Sullivan, Ganesh Sathyamoorthy, James Barlow, and Linda Pomeroy]. Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License ( licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Sponsor/Funder: Engineering & Physical Science Research Council (EPSRC)
Funder's Grant Number: EP/D039614/1
Keywords: Science & Technology
Life Sciences & Biomedicine
Health Care Sciences & Services
Health Policy & Services
Evaluation research
interprofessional education
collaborative learning
service improvement
work-based learning
patient-centred practice
1117 Public Health And Health Services
Publication Status: Published
Online Publication Date: 2017-12-14
Appears in Collections:Imperial College Business School
Faculty of Medicine
Epidemiology, Public Health and Primary Care

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

Creative Commonsx