Dilemmas of Representation: Patient Engagement in HPE
Paula Rowland will outline various forms of patient engagement in health professions education and will shed new light on the dilemma of representation.
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Patient engagement in health professions education takes many forms - including patients as storytellers, members of curriculum planning committees, guest lecturers, and health mentors. While these forms of patient engagement have many benefits for learners, educators, and the patients themselves, are they representative of the diversity of patients that health care professionals will encounter throughout their career?
In these rounds, Paula Rowland will shed new light on the dilemma of representation. She will argue for an understanding of representation that is not only inclusive of who is being represented but also carefully considers what is being represented, how, and why. This argument has implications for educators, learners, administrators, and patient participants.
Best Practice in Education Rounds (BPER) are co-hosted by the Centre for Faculty Development, The Wilson Centre and the Centre for Interprofessional Education.
Our Best Practice in Education Rounds (BPER) are accredited group learning activities as defined by the Maintenance of Certification Program of The Royal College of Physicians and Surgeons of Canada. They are also accredited group learning activities as defined by the College of Family Physicians and Surgeons.
Dilemmas of Representation: Patient Engagement in Health Professions Education
Jennifer Johannesen and Emily Nicolas Angl
Paula Rowland is a Scientist with the Wilson Centre, MD Education, and The Institute for Education Research at UHN. Having started her career as an Occupational Therapist, Paula later graduated with a PhD in organizational studies in 2013. In her research, Paula studies dynamics between professions, professional learning, and health care organizations. Her research on patient engagement practices explores questions of power, identity, and knowledge within these programs. This line of inquiry has implications for educators interested in workplace learning and continuing professional development, particularly within changing workplaces.
For more information about BPER please click here.
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