To read the full version of this content please select one of the options below:

The patient ' s voice in health and social care professional education: The Vancouver Statement

Angela Towle (Patient & Community Partnership for Education, University of British Columbia, Vancouver, Canada and Faculty of Medicine, University of British Columbia, Vancouver, Canada)
Christine Farrell (Friends of Waterlow Park, London, UK)
Martha E Gaines (Center for Patient Partnerships,Law School, University of Wisconsin Madison, Madison, Wisconsin, USA)
William Godolphin (Patient & Community Partnership for Education, University of British Columbia, Vancouver, Canada and Pathology & Laboratory Medicine, Faculty of Medicine, University of British Columbia, Vancouver, Canada)
Gabrielle John (Patient & Community Partnership for Education, University of British Columbia, Vancouver, Canada)
Cathy Kline (Patient & Community Partnership for Education, University of British Columbia, Vancouver, Canada)
Beth Lown (Harvard Medical School and Mount Auburn Hospital, Cambridge, Massachusetts, USA)
Penny Morris (London Professional Support Unit, Health Education England, London, UK)
Jools Symons (Institute of Medical Education, School of Medicine, University of Leeds, Leeds, UK)
Jill Thistlethwaite (University of Technology Sydney, Broadway Australia)

International Journal of Health Governance

ISSN: 2059-4631

Article publication date: 7 March 2016

1791

Abstract

Purpose

The purpose of this paper is to present a statement about the involvement of patients in the education of health and social care professionals developed at an international conference in November 2015. It aims to describe the current state and identify action items for the next five years.

Design/methodology/approach

The paper describes how patient involvement in education has developed as a logical consequence of patient and public participation in health care and health research. It summarizes the current state of patient involvement across the continuum of education and training, including the benefits and barriers. It describes how the conference statement was developed and the outcome.

Findings

The conference statement identifies nine priorities for action in the areas of policy, recognition and support, innovation, research and evaluation, and dissemination and knowledge exchange.

Originality/value

The conference statement represents the first time that an international and multidisciplinary group has worked together to assemble in a single document specific priorities for action to embed the patient’s voice in health professional education.

Keywords

Citation

Towle, A., Farrell, C., Gaines, M.E., Godolphin, W., John, G., Kline, C., Lown, B., Morris, P., Symons, J. and Thistlethwaite, J. (2016), "The patient ' s voice in health and social care professional education: The Vancouver Statement", International Journal of Health Governance, Vol. 21 No. 1, pp. 18-25. https://doi.org/10.1108/IJHG-01-2016-0003

Publisher

:

Emerald Group Publishing Limited

Copyright © 2016, Emerald Group Publishing Limited

Related articles