C.1 Workshop:

Patient Partners in Education: Emerging Trends and Future Directions

Connie Evans & Brenda Jones, BC Institute of Technology, Canada

Abstract: Patient Partners have an increasingly vital role in planning curriculum and student education healthcare. In this interactive 90-minute workshop, participants will engage in collaborative activities to assess existing practices and co-create future strategies for meaningful Patient Partner participation in post secondary healthcare programming. During this session, participants will explore current practices related to Patient Partner engagement and examine a facilitator-developed case model to identify gaps in meaningful integration. They will also engage in brainstorming to generate innovative approaches for involving Patient Partners in curriculum design and delivery and collaboratively design a model for a future initiative that supports their meaningful integration into health science student education.

This workshop will be of interest to health administrators, policy makers, educators, program directors, students, researchers, and patient partners. The outcomes of this workshop will contribute to the ongoing discourse on patient and family centered education and inform the development of inclusive and effective programming.

C.2 Workshop:

The Future is Co-Produced: Embracing Reflexivity and Comfort Agreements to Support Power Sharing

Charlotte Denniston, University of Melbourne, Australia, & Holly Harris, Sophie Soklaridis, Centre for Addiction and Mental Health, Toronto, Canada

Abstract: Co-production in health professional education and associated research requires more than tokenistic inclusion of people with lived experience (PWLE). Power-sharing strategies are essential to foster genuine collaboration between PWLE, students, academics, and clinicians. However, practical guidance on translating this interest into action remains limited. This workshop introduces comfort agreements as both an example of and a practical tool for power sharing. Comfort agreements are co-produced frameworks that establish shared expectations, promote reflexivity, and address power imbalances in participatory research and education.

Dedicating time upfront to create a comfort agreement enhances productivity by providing a mutually agreed-upon framework to navigate challenges. Although implementing a comfort agreement requires an initial time investment, it mitigates challenges that often derail collaborative projects, including difficulty reaching consensus, interpersonal conflicts, and disengagement.

Building on evidence of the benefits of team reflexivity, psychological safety, and distributive leadership in fostering safe and inclusive team environments, facilitators will use real-world examples to demonstrate an initial time investment accelerates the path to more meaningful and productive collaboration. During the session, participants will collaboratively create a comfort agreement and explore its role in navigating the complexities of co-production. The session will conclude with a reflective discussion on the value of comfort agreements in health professional education, research, and interdisciplinary teams.

C.3 Oral Presentations: Families and Children

Partnering with Families to Prioritize Competencies of Physicians Caring for Children with Medical Complexity

Catherine Diskin, University of Toronto, Canada

Abstract: Background

Essential competencies of pediatricians who care for children with medical complexity (CMC) are being defined by educational programs at present. Patients and families are key stakeholders in defining competencies.

Objectives: We (i)describe a consensus methodology study design rooted in multi-level family partnership and (ii)identify high-priority competencies required of pediatricians caring for CMC.

Methods: The study was led by four Principal Investigators, including two family leaders, with roles, expectations, and remuneration discussed upfront. Purposeful sampling assembled an expert panel of clinicians, family leaders, caregivers, and patients with lived experience in CMC care. In Round 1, panelists provided open-ended responses about essential competencies for pediatricians. After refinement, rounds 2 and 3 involved rating and prioritizing the competencies, leading to a final list of ten essential competencies.

Results: The expert panel included 47 clinicians, 41 family caregivers, and 9 young adults with medical complexity, representing diverse lived and clinical experiences. Round 1 produced 131 responses, refined into 94 competencies. Top competencies beyond medical expertise included “valuing the whole child” and “demonstrating a humanistic approach to care.” While consensus was reached, subtle differences in priorities emphasized the importance of diverse perspectives in shaping competency frameworks.

Conclusion: The study’s findings provide a foundation for advancing postgraduate medical education. With increasing family and patient participation in clinical education, the codesign model used here offers a replicable approach to incorporating lived experience into competency framework development.

Learning from families of children with medical complexity: Innovative method in pre-clinical medical education

Judy So, Lydia Kang, Sanya Grover, Esther Lee, University of British Columbia, Canada

Abstract:

Background: In this project, medical students supported families of children with medical complexity (CMC) in creating care plans as a non-traditional learning opportunity. CMC are defined as those with chronic conditions, functional limitation, and high healthcare use/ caregiver needs. Families of CMC face unique challenges, including helping others, especially healthcare providers, see their child as more than a diagnosis. While previous studies have explored the value of patient educators, few have involved caregivers of CMC.

Methods: With institutional ethics approval, medical students virtually supported families in creating strengths-based digital care plans over 6 weeks. Students engaged in regular group debrief sessions and submitted individual reflections at the end.  A qualitative thematic narrative analysis was completed to examine (1) the value in learning from those with lived experiences and (2) key insights gained through working with families of CMC.

Results: Eight first- and second-year medical students participated across three iterations, supporting 23 families. Learning from families taught students that CMC are more than their diagnoses or limitations. Students gained insights into caregiver burnout, the difficulties that come with transitioning into adult care, and the importance of the language healthcare workers use in clinical settings. Students felt this project provided valuable insights which would not have been taught, or as impactful, in traditional didactic lectures. They felt their experience would shape future patient interactions.

Conclusions: Learning from families of CMC should be a foundational component of pre-clinical medical education, fostering empathy and equipping students with a framework to navigate future patient experiences.

Evaluation of Service User-Led workshops in children’s palliative care

Joanne Pavey, University of West England, UK

Abstract: Children’s nurses report feeling unprepared when caring for children with life-limiting conditions and their families, while the value of including service users in the provision of nursing education is increasingly recognised. This small-scale evaluation examined the effect on learning of service user-led workshops as part of a module for final year children’s nursing students and post-registration children’s nurses. The workshops focused on the experience of children’s palliative care and child bereavement from the parent’s perspective. Findings from evaluation data indicated high levels of satisfaction with the workshop and identified three themes: safe space, shift in perspective and enhancing practice. A model of service user facilitated learning describes how these themes can enable learning about children’s palliative care. This evaluation suggests that involvement of service users as partners in healthcare education can be transformative.

Owning Your Story: Empowering Medically Complex Families and Educating Communities Through Digital Stories

Krystle Schofield, Victoria, Canada

Abstract: The value of the patient voice is in increasing demand in health professional education. Yet, there is often a gap between the request for personal health experience stories and the support for patients and families to learn how to tell them. By working with trained digital storytelling facilitators patients and families craft authentic and meaningful short films that can lead to impactful conversations and new understanding.

This presentation will discuss the ethical structure of digital storytelling facilitation as a tool for education, advocacy, research and therapeutic experience. We will share examples of how the digital storytelling facilitation process prioritizes well-being and empowers individuals to seek out and take ownership of their stories, leading to better outcomes for the storytellers themselves. A storyteller will be present to participate in the discussion of their story and to share the impact of using video-based storytelling in their lives.

C.4: Orals and Visual Arts: Continuing Professional and Faculty Development

Oral: Fostering Meaningful Collaboration: Applying Backwards Design to the Co-development of Continuing Professional Development with People with Lived and Living Experience

Craig Ferguson & Yona Gelert, University of British Columbia, Canada

Abstract: CPD scholars have increasingly called for the involvement of people with lived and living experience (PWLLE) in the design of continuing professional development (CPD). Inviting PWLLE to serve as members of educational planning committees can set the stage for meaningful PWLLE involvement. However, simply inviting PWLLE to join a planning committee may not be sufficient to ensure their fulsome participation due to intimidating committee environments and PWLLE feeling uncertain about their contributions.

To address these barriers, we have developed a practical strategy to demonstrate the value of PWLLE and their lived experience in course co-creation and establish a tone of collaboration within committees. During their first meeting, we engage committees in a structured brainstorming activity adapted from the backwards design methodology. This activity prompts committee members to articulate what learners should know and be able to do and intentionally creates space for both clinical and experiential expertise, encouraging PWLLE to continue collaborating on the project.

We have implemented this strategy for several online courses, such as a recent course on Fetal Alcohol Spectrum Disorder (FASD). One PWLLE contribution became the foundation for an entire lesson and several learning objectives in the FASD course. Considerations when implementing the activity include setting committee expectations about valuing lived experience as evidence and offering multiple communication channels. This practical strategy represents an important step toward the meaningful involvement of PWLLE not merely as data sources but as equal partners in CPD co-creation, ultimately helping health professionals better understand patient values, goals, and preferences.

Oral: Building capacity of health professions educators to successfully co-design with patients

James Bonnamy & Gabrielle Brand, Monash University, Australia

Abstract: There is a growing global trend towards valuing and foregrounding lived experience in health professions education because of the benefits to learners, educators, and patients. By integrating lived experience in health professions education through meaningful partnership, traditional power relations shift and there is increased patient agency to improve education and the experiences and outcomes for patients. However, how to partner with patients across different education contexts and disciplines is not well described. So, given the changing landscape in health professions education, we need to advance educators’ skills, capacity, and confidence to partner with patients.

In order to help health professions educators to build their skills, capacity, and confidence to partner with patients, we developed and applied a co-design framework to four education research projects across four different health professions education contexts. All of the projects received ethics approval and were overseen by a lived experience education expert.

Based on our experiences and partnerships, we have learned (and continue to learn) how to establish and sustain collaborative and successful relationships to co-design health professions education with patients. To help other health professions educators co-design with patients, we’ve developed a number of practical recommendations in our framework to support and advance their skills, capacity, and confidence (Brand et al., 2025). In this presentation, we will share these practical recommendations that have underpinned our co-design approaches and optimised lived experience in our health professions education.

Embedding patient perspectives in faculty development supports for Layered Learning

Heather Buckley, Stephen Gillis, Carolyn Canfield, University of British Columbia, Canada

Abstract: Health professions education programs are expanding to train more doctors, a worthy goal that can also place an additional load on existing preceptors who are already working hard to balance patient care and teaching. “Layered learning”, or learning environments that include pairing a preceptor with multiple learners at different levels (e.g. a medical student and a resident) has been viewed as a potentially effective model to support expansion because it enables more learners to be placed in a given practice setting. However, many preceptors are reluctant to take on multiple learners. Furthermore, patient perspectives in the design of layered learning environments are lacking. When patients are the ultimate recipient of the health care encounter, embedding their perspectives in the design of supports for faculty is paramount.

Our team held a series of interviews and workshops with patients (or patient partners), preceptors, residents and medical students to understand how to structure layered learning environments so that they enhance collaboration, teaching, learning and patient care. With all these perspectives providing a foundation, we brought these groups together and filmed them discussing their experiences with layered learning, what supports are required, and how to overcome challenges.

Our team created video “shorts” of patients, learners and teachers sharing best practices and experiences with layered learning. In this session, we will showcase these powerful videos and leave time for discussion around how to best include patient perspectives in the design and development of resources to support teaching in the health professions.

C.5: Creative Arts: Podcasts and Catalyst Films

Beyond awareness: driving action on pain through a patient led knowledge-translation podcast

Jennifer Daly-Cyr & Virginia McIntyre, Canada

Abstract: Jennifer Daly-Cyr, Virginia McIntyre, and Keith Meldrum, People with Lived Pain Experience, created and lead an innovative, conversation-style and innovative podcast, Action on Pain. This podcast brings together people with pain experiences, scientists, academics, clinicians, and experts to discuss how their work impacts pain management and supports the Action Plan for Pain in Canada. They take a proactive approach to addressing these topics.

Their vision: Help move Health Canada’s An Action Plan on Pain in Canada forward by centering the discussion on persistent pain through the perspective of lived and living experiences. See: https://actionplan.paincanada.ca/.

Their mission: Provide a platform for various stakeholders across the spectrum of persistent pain to discuss their efforts and work as centred on Health Canada’s An Action Plan for Pain in Canada, aiming to highlight, support, and advance the plan.

At the time of launch (launch planned: May 1-4, 2025), no other podcast solely by people living with pain in Canada aligns with Health Canada’s An Action Plan on Pain regarding its goals and recommendations.

These podcasters will speak to how and why they developed this innovative approach to knowledge translation, which addresses a wide audience spectrum including researchers and trainees, practitioners, patients and caregivers, advocates, policy makers and the general public.

Combining Four Theoretical Frameworks to Produce Audio Narrative Podcasts about Mental Health Lived Experiences: A Proof-of-Concept Study

Brahmaputra Marjadi, University of Western Sydney, Australia

Abstract: Authentic patients’ voices are crucial for effective learning resources in health professional education (HPE). Developing such resources requires a strong pedagogical basis. This presentation documents a proof-of-concept study where a team of academics and community partner created authentic narrative non-fiction audio podcasts to be used in HPE and continuing professional development of community service staff.

The team of two medical educators, a humanities academic, and a community service provider operated under an expanded Interprofessional Collaboration framework beyond health professions. Two people with lived experiences in depression, suicidal ideation, and stigmatisation were engaged through a community service using a Community Engaged Learning framework. The podcasts were developed into learning modules using a Narrative Medicine framework. A Pedagogy of Discomfort framework was chosen to reflect on and make meanings from the team members’ learning as they navigated challenges in the ethical, legal, interprofessional, sensitivity, and logistical aspects of the project. A proof-of-concept design was chosen to try out this novel approach by the team before rolling it out as a potential interprofessional project between HPE and humanities students.

The four frameworks served well in guiding the first part of the project which resulted in two insightful audio podcasts from authentic mental health service users. This proof-of-concept study demonstrated that podcast co-creation on health topics is a feasible collaborative project for HPE and humanities students, with some caveats to be minded. The second part of the project i.e., developing Narrative Medicine learning modules from the podcasts, is completed but not yet evaluated.

 

The Power of Catalyst Films to Center Patients’ Voices in Educational Settings

Sarah Davis, Jane Evered & Martha Gaines, University of Wisconsin, USA

Abstract: Inclusion of multiple patients’ experiences to authentically represent diverse lived experiences is a long-standing challenge in health and social care professional education.

Catalyst films, which double as a participatory visual research method and patient engagement tool, offer a promising solution. Catalyst films are short films comprised of rigorously-analyzed interview data from diverse patients about their experiences with health. They are designed to spark conversation with patients, families, consumers, health care professionals, educators, and researchers about how to improve health care experiences.

To facilitate shared learning, this session will begin by viewing clips from a variety of catalyst films available at HealthexperiencesUSA.org. We will share context of how these films relate to other tools used to ensure that patients’ voices are represented in health professional education1,2 and share insights gleaned from clinicians and health professional learners’ feedback during recent film viewings and from an earlier educational intervention using film footage derived from rigorously collected interviews.1,3 We then will explore the role of facilitated discussions and self-directed reflection pre-and post-viewing to ensure affective skills learning outcomes. Walking our talk, we will engage with workshop participants in knowledge-exchange about how to maximize the value proposition of catalyst films for health professional education. Participants will be invited to brainstorm additional opportunities to use these films in health professional education and identify complementary curricular tools and facilitators to their use. One product of the workshop will be building blocks for a “Catalyst Films for Educational Use Dissemination Plan” to support broad uptake in educational settings.

C.6 Orals and Visual Arts Presentations: Storytelling

Narrative synergy: mutual learning through storytelling

Fil Osmolski, UK

Abstract: Patient narratives can have an impact on the listener, however when shared in a way that enhances understanding, promotes learning and forms connections, those stories can have a much more powerful and lasting effect. Patients and learners exchanging stories can complement each other, creating a richer, more impactful experience than any single story could achieve on its own. Through working in partnership with healthcare students in the classroom as well as NHS Staff, I have learned to combine powerful, authentic group storytelling with a safe, engaging and empowering environment to voice and challenge opinions, encourage critical thinking, and identify ways to improve patient care.

Over the past four years I have worked with healthcare students from University College London (UCL), Greenwich, Cardiff, Exeter, Hull and Leeds universities. I combine my personal health story with varying teaching points to address the session’s learning objectives, which fosters open dialogue about, for example, effective strategies for delivering relevant information and communicating empathetically.

I encourage learners to challenge my story, as this opens discussions which lead onto improving my teaching each time. Feedback from UCL described how students were “incredibly inspired by a willingness to share…to help us learn and grow as healthcare professionals.” These mutual learning environments have given meaning to my journey and provided me with opportunities to give back to the NHS and help educate healthcare professionals and students. When delivered effectively, storytelling centred on collaborative learning achieves precisely that.

The Value of the Patient’s Voice

Vikram Bubber, Canada

Abstract: The health care system has become a business and like any business, it needs to listen to its’ customers to succeed. As long as I have been a “customer” of the health care system, I have seen a lot from my own eyes.

The barrier between the decision makers and the patients needs to be eliminated. The only way is if the patient voice is at the table every time a decision, which will affect their physical or mental care, is made. Every patient voice shares knowledge and experience, unique to them but often includes feedback from multiple patient voices.

The inherent value of the patient voice and story is priceless. We have evolved from our ancestors who shared stories with each other in times of need and support. We learn from stories, whether it be from highly-priced educational institutions or from life experiences. We as patients, strive to share our experiences and knowledge not for enrichment but fulfillment. We want to make a difference not for ourselves but for our greater community.

People became health care workers because they wanted to make a difference by helping the vulnerable and those who cannot help themselves. Let us work together to bring this compassion back so everyone can work together to create a better system for the next group of individuals who need help.

The presentation will share the importance and value of the patient voice and the best way to improve the health care system.

Knowledge-related Tensions in Patient Family Partner Storytelling in Clinical Education

Sacha Agrawal, University of Toronto, Canada

Abstract: Clinical education increasingly involves patient and family partners (PFPs), or service user educators, to tell their stories. Current inclusion practices, however, often do not meaningfully shift power relations among PFPs, clinical teachers, and learners. Our paper seeks to understand how power has influenced PFP storytelling in clinical education, with a focus on knowledge-related tensions PFPs experienced.

Eleven PFP volunteers from an academic hospital in Toronto, Canada were recruited. They shared their personal healthcare story in response to a prompt, participated in a semi-structured interview, and completed an online demographic survey. We used reflexive thematic analysis to gain insights into knowledge-related tensions that PFP storytellers grappled with when creating their stories for clinical education.

Our findings illustrated the tensions PFP storytellers experienced regarding their identities as knowers, their lived experience as valid knowledge, and the appropriate ways to share their knowledge in the contexts of clinical education. PFP storytellers had to negotiate their identities as knowers, seek an epistemic space for their lived experience, and balance their personal emotions with feeling rules, or social expectations of how one should or should not feel and express.

We argue that deep and meaningful involvement will require clinical education to renew understandings of and approaches to knowledge and emotion, and support PFP storytellers in their educational roles through efforts such as co-production. This is necessary, in order to engage storytellers in ethical and equitable ways, and to find greater alignment with the social justice and transformative goals of PFP storytelling.

Digital Storytelling as a Potential Educational Tool for Healthcare Providers

Anna Leonova & Erin Fernie, University of British Columbia, Canada

Abstract: Endometriosis is an incurable condition affecting 10% of cisgender women and an unmeasured number of gender-diverse people. People with endometriosis commonly experience chronic pelvic pain and pain during menstruation, intercourse, bowel movements, and urination, making it a socially isolating and acutely distressing condition. In Canada, endometriosis diagnosis takes 5 years on average, with some reporting diagnosis taking up to 20 years. Much of this delay is due to healthcare providers’ (HCPs) lacking knowledge and awareness of endometriosis, compounded by longstanding dismissal of women’s health issues.

Guided by the Endometriosis Patient Research Advisory Board, who highlighted an urgent need to center patient voices in endometriosis experiences and healthcare solutions, our team pursued Digital Storytelling (DST) as a novel psychosocial intervention. In this project, 36 people with endometriosis virtually engaged in group discussions and co-created 3-5-minute individual digital stories about their experiences, resulting in a vast array of evocative and deeply powerful narratives. We are currently organizing a film festival to showcase these stories and understand how they influence the knowledge and attitudes of the general public, HCPs, and policymakers. Co-led by a PhD student and a person with lived experience of endometriosis, our aim of this creative arts session is to facilitate an engaging dialogue with the conference’s audience about how these stories can be incorporated into medical education. Ultimately, this initiative seeks to develop a robust educational tool to enhance HCPs’ sensitivity and competence in recognizing endometriosis and its vast impacts, thereby improving patient care.

C.7 Oral & Symposium: Patients and the Healthcare System

Oral: Walk with Me: Engaging Patients as Teachers of Health System Science

Meg Tabaka & Saachi Datta, Stanford University, USA.

Abstract: Introduction: Health Systems Science (HSS) – the study of how healthcare is delivered – has been coined the third pillar of medical education alongside basic and clinical science. However, HSS often feels abstract to pre-clerkship students who have had limited exposure to healthcare. To address this, we enlisted patient and family partners (PFPs) to teach HHS concepts, in a program called “Walk With Me: Patient Engaged Exploration of the Healthcare System”.

Methods: In this elective course, first-year medical and physician assistant students were paired with PFPs over nine months. HSS topics were introduced in monthly seminars and the students/PFP pairs met regularly outside of class. Students and PFPs completed end of year surveys (177/192 responded) encompassing a combination of open-ended and Likert scale questions. We performed a thematic analysis of the open-ended responses.

Results: Three primary themes emerged:

1. Understanding the patient experience of navigating a complex healthcare system

2. Valuing the longitudinal relationship with a PFP

3. Animating their medical studies through the lens of their patients’ experiences

One student wrote, “It was really an honor to become her friend. She taught me about what patients with chronic illness go through in a way classes never can.” Virtually all (97%) PFPs and students felt the students understood the patient perspective and over 90% of the PFPs felt they took an active role in teaching the experience of navigating a complex healthcare system.

Conclusions: Engaging patients as teachers is a meaningful way to teach pre-clerkship medical and PA students about HSS.

Symposium: Partnering with patients in education and care

Farrah Schwartz & Vasilik Bakas, University Health Network Toronto, Canada

Abstract: At the University Health Network (UHN), patient engagement is a foundational element integrated into both care delivery and organizational improvement through the Patient Experience Portfolio. This portfolio leads initiatives that enhance patient involvement in care (e.g., Patient and Family Learning Centres, myUHN Patient Portal, Patient Education) and in organizational decision-making (e.g., Patient Partnerships, Patient Experience Measurement, Patient Relations, Caregiver Support Hub). Grounded in the Patient Declaration of Values—co-developed by Patient Partners—the program amplifies patient voices authentically within hospital operations and professional education.

This panel presentation will showcase UHN’s strategies to embed patient voices across practice and education, drawing on experiences from members of the Patient Experience Portfolio and a Patient Partner. Key themes will include: Integrating patient stories and voices into clinical education; Leveraging Patient Experience Measurement and other measures to drive systemic change; Highlighting the role of Patient Partners in safety, quality, teaching and education; Working in partnership with patients through co-design and development of innovative work; Advancing engagement in care and digital health through accessible, health-literate tools.

In addition to presenting UHN’s approach, the panel will share actionable insights and lessons that can be applied across diverse healthcare contexts. This 60-minute session will conclude with an open discussion, fostering dialogue on advancing patient engagement practices.

C.8: Oral and Roundtable: Parents and Families

Oral: From parent and educator to Parent Educator!

Anne de La Croix, Amsterdam, The Netherlands

Abstract:

2013.A neurologist assesses my baby, with him a group of trainees. After a physical exam, he asks me to call my son’s name. I do. My son does not react. I expected this as the lack of connection with my child has been heartbreaking. The neurologist tells the trainees, “No response to mother’s voice.” He leaves with his trainees, without looking at me. I pick up my son, feeling sad.

Two days later, in a medical school teaching room, I’m discussing communication with twelve students. They students ask questions: “Could you tell us how we tick the empathy box in the exam?” And “Can we skip the question about the patient’s ideas? We only have 8 minutes at the exam.” They’re eager to learn, but more eager to pass. I close the session, feeling sad.

2025: Twelve years later, I teach a class where students engage with a Parent Educator, a parent of a child with severe special needs. A tearful moment sparks reflection on how we all handle emotions. Students show vulnerability in their questions. I close the session, feeling fulfilled.

Today I will share my journey in which I used my personal experiences to transform my professional life. I will introduce the educational innovation called ‘Caring Together, Learning Together’ in which parents of children with complex care needs have an educational role as Parent Educators at the Amsterdam University Medical Centre. I will address organisation, implementation, and evaluation of the teaching, and personal reflections.

Roundtable: Zoom In: Stories and Families as Medical Educators

Cara Coleman & Danielle Gerber, University of Virginia, USA

Abstract: Story is the currency of communication in healthcare. For children with medical complexity (CMC), their stories are rich in their personality and layered in the complexities of their lives. When a CMC wheels into the emergency department, often medical students, residents and fellows are the first to speak. “What is going on with Malia?” they ask, unaware of the impossibility of a concise answer. There is a sigh and pause. Years of seeing many providers, in many systems, means that distrust, trauma, and burnout all influence how families answer. On a good day, it can be challenging amidst pressures of a busy, fragmented healthcare system for trainees to hear, understand, and respond to all aspects of the story being told about all that is going on. There are consequences of not listening to and understanding the whole story. Not only does this lead to a disconnect between families and providers, but we are all left in silos, grappling with a broken healthcare system, without knowing all the information- or how to move forward together. Medical trainees in pediatrics are introduced to the importance of family-centered care and whole-person care, but they are not always taught how to provide it. In this roundtable session, titled “Zoom In: Stories and Families as Medical Educators,” will feature families of CMC and a complex care pediatrician facilitating discussion about 2 projects, Family Lens and Family-Led Academic Grand (“FLAG”) Rounds, that position families as educators (including curriculum development and evaluation) in pediatric medical education.

C.9 Roundtable Discussion: Interprofessional Education

Roundtable Discussion Pass the mic: Patients as teachers of cultural humility in interprofessional healthcare education

Sarah Gordon & Caitlyn Gibson, Manchester University, USA

Abstract: Introduction: The call for impactful diversity, equity, and cultural sensitivity training is urgent and paramount. Traditional approaches to teaching cultural sensitivity risk tokenization or reducing patient groups, and lack of intersectionality in discussion of diverse populations. Patients are prime albeit underutilized resources for teaching the complexities of navigating the healthcare system as they are experts by experience.

Methods: Faculty at two institutions recruited patients to share their experiences navigating the healthcare system with interprofessional students in healthcare professions. Clear expectations and benefits were provided during the recruitment process and patients were prepared and trained as panelists to teach and share their personal experiences.

Results: Assessment of patient experiences and training was adequate and the educational activity provided a sufficient platform for sharing knowledge with students. Best practices for recruitment, training, and ethical considerations using a published framework for incorporating patients as teachers was generated as a result of this experience. Attendees will receive practical guidance in a worksheet-guided workshop format and will leave the session with a preliminary plan for incorporating patients into their own curricula.

Conclusion: Faculty in healthcare curricula must ensure patients feel comfortable, empowered, valuable, and prepared to serve as partners in education. Partnerships between patients and institutions are vital for the success of these experiences.