TY - JOUR
T1 - A starter's guide to learning and teaching how to coproduce healthcare services
AU - Johnson, Julie K.
AU - Batalden, Paul
AU - Foster, Tina
AU - Arvidsson, Charlotte
AU - Batalden, Maren
AU - Forcino, Rachel
AU - Gäre, Boel Andersson
N1 - Funding Information:
A grant from the RWJ Foundation (grant #73156)
Publisher Copyright:
© 2021 The Author(s) 2021. Published by Oxford University Press on behalf of International Society for Quality in Health Care. All rights reserved. For permissions.
PY - 2021/11/1
Y1 - 2021/11/1
N2 - Background: There has been insufficient attention paid to the role of learning in co-production-both how service users and professional service providers learn to co-produce effectively and how the lessons of co-production are captured at a service level. Objective: We aimed to develop and test a curriculum to support healthcare professionals' interest in learning how to co-produce health and healthcare services with patients. Methods: We developed a co-production curriculum that was tested iteratively in multiple in-person and virtual teaching sessions and short courses. We conducted a formative evaluation of the co-production curriculum and teaching tools to tailor the curriculum. Results: Several theories underpin our approach to learning and teaching how to co-produce healthcare services. The co-production curriculum is grounded in systems theory and shares elements of educational theories, namely, the postmodern curriculum matrix, the actor network theory and situated learning in communities of practice. Learning participants valued the sense of community, the experiential learning environment, and the practical methods to support their exploration of co-production. Conclusion: This paper summarizes the educational theories that underpin our efforts to develop and implement the curriculum, reports on a formative assessment conducted with learners, and makes recommendations for creating an environment for learning how health professionals can co-produce health and healthcare with patients.
AB - Background: There has been insufficient attention paid to the role of learning in co-production-both how service users and professional service providers learn to co-produce effectively and how the lessons of co-production are captured at a service level. Objective: We aimed to develop and test a curriculum to support healthcare professionals' interest in learning how to co-produce health and healthcare services with patients. Methods: We developed a co-production curriculum that was tested iteratively in multiple in-person and virtual teaching sessions and short courses. We conducted a formative evaluation of the co-production curriculum and teaching tools to tailor the curriculum. Results: Several theories underpin our approach to learning and teaching how to co-produce healthcare services. The co-production curriculum is grounded in systems theory and shares elements of educational theories, namely, the postmodern curriculum matrix, the actor network theory and situated learning in communities of practice. Learning participants valued the sense of community, the experiential learning environment, and the practical methods to support their exploration of co-production. Conclusion: This paper summarizes the educational theories that underpin our efforts to develop and implement the curriculum, reports on a formative assessment conducted with learners, and makes recommendations for creating an environment for learning how health professionals can co-produce health and healthcare with patients.
KW - Coproduction
KW - Curriculum
KW - Formative evaluation
KW - Health professions education
KW - Qualitative research
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U2 - 10.1093/intqhc/mzab131
DO - 10.1093/intqhc/mzab131
M3 - Article
C2 - 34849966
AN - SCOPUS:85121104326
VL - 33
SP - II55-II62
JO - Quality Assurance in Health Care
JF - Quality Assurance in Health Care
SN - 1353-4505
ER -