D.1 Symposium:

An Interdisciplinary, Experiential Curriculum Taught by People with Lived Expertise of Incarceration

Carmen Black, Tiheba Bain, Alina Tsyrulnik, David Brisette, Yale University, USA

Abstracts: Carceral practices disproportionately target persons minoritized through racialization, poverty, immigration status, mental illness, and more. Despite the pervasiveness of mass incarceration, only the minority of medical schools have curricula on the intersection of the criminal justice system and healthcare. Furthermore, for the majority of medical education, trainees are only exposed to hospitalized incarcerated people in shackles and under guard. The AAMC awarded Yale School of Medicine (YSM) and our community partner, Women Against Mass Incarceration (WAMI),founded by Dr. Tiheba Bain, a 2023-2025 Nurturing Experiences for Tomorrow’s Community Leaders (NEXT) Grant for our project entitled, “The DEPART Initiative: DEtained Patients’ Advocacy and Rights throughout Treatment.” DEPART centers 20 people with lived expertise of incarceration joining 20 interdisciplinary Yale faculty to host an annual event for nearly 250 first-year MD, PA, and MSN students featuring large and small group discussions through YSM’s Interprofessional Longitudinal Clinical Experience (ILCE) curriculum. In our 2023 and 2024 education event cohorts, students expressing feeling very or extremely comfortable treating incarcerated patients rose from 34% to 62% and 36% to 74% before and after the event, respectively. Remarks include, “I think it was extremely valuable to hear from the panelists and their stories. I feel extremely grateful for their vulnerability and willingness to share their stories,” and “…It was also really impactful being in small groups and having to converse individually with a formally incarcerated individual about their experience.” Because of this strong work, Yale is committed to continue this annual event going forward.

D.2 Workshop:

Understanding Complex Care: The Role of Families and the Arts in Health Profession Education

Cara Coleman, University of Virginia, USA

Abstracts: With increasing complexity of patient care, preparing clinicians to partner with patients and families in the context of a team is imperative in pediatrics. Children with medical complexity (CMC) have chronic and severe conditions, substantial service needs and high healthcare use. Clinicians and families have identified myriad challenges in the care of CMC, including miscommunication, care fragmentation, lack of access to services, burnout, and dehumanization. Care of CMC is recognized as a critical aspect of pediatric training, but the core Entrustable Professional Activities (EPAs) for general pediatrics do not adequately address the needs of CMC. In 2022, complex care EPAs were co-developed by families of CMC and clinicians—the first example of EPAs in pediatrics being written and revised in partnership with families. In 2023, we designed a complex care narrative medicine workshop series with carefully curated poems and paintings tied to the co-created EPAs as a topical framework for each workshop. Each series cohort (3 total) included families, doctors, nurses and other healthcare professionals. This workshop, entitled “Understanding Complex Care: The Role of Families and the Arts in Health Profession Education,” presented by one of the families of CMC who developed the EPAs and designed/ facilitated the narrative medicine series, will present the EPAs and curriculum work (including publications about the work) and conduct one of the narrative medicine workshops from the series with participants.

D.3 Workshop:

Use Your IMAGINATION! Creative Teaching Techniques For ANYONE: Learn From A Patient Partner At The Forefront Of Innovative Educational Methods. 

Karen Firus, University of British Columbia, Canada

Abstract: Elevate your teaching methods with easy creative techniques.

This workshop is for patient partners, health educators and students, not just for “artistic” types. A common myth, especially in science and healthcare, is that creativity is a rare gift that select people are born with. Not so! Creativity is a learned skill and an awareness available to all of us.

In this dynamic workshop, Karen Firus, an award-winning Patient Partner, will provide examples of creative teaching techniques and pep talks, rousing discussion, and guided hands-on creativity free of judgement. The focus is on positive reinforcement and an exploration of passion, curiosity, openness, and playfulness – all of which you’ll learn to incorporate in your teachings. Health education learning is primarily clinical and textbook. Right brain learning promotes emotional intelligence, communication and observation skills, confidence and self-expression, and interprofessional collaboration. Attendees will learn various techniques to inspire, motivate and teach students to think outside of the box.

Kayla, a speech language pathology student, sums it up, “I learned how liberating creativity can be, not only for those we serve but also for the healthcare team and ourselves. Creativity expands our knowledge as it encourages clinicians to challenge criteria, assessments, and treatments, opening the opportunity for growth.” Creative learning is effective, helping students more easily retain vast amounts of information, develop attributes such as humanity, empathy, and acceptance, and to fully BE THEMSELVES. Creativity ignites joy for students on their educational and career journeys, and for those teaching with these inventive methods.

D.4: Oral Presentations: Brave New (Digital) World

Prototype for Improving Health Across the Lifespan Teaching using Generative AI

Brahmaputra Marjadi, University of Western Sydney, Australia

Abstract: Australian medical schools have been instructed by the accrediting body to improve teaching about caring for patients across their lifespans. Ideally, students should longitudinally care for real-life families during their training; but logistical, safety, and privacy requirements can be prohibitive. Therefore, we developed a VITAL prototype (Virtual Intelligent Tool for Across-Lifespan Learning) which uses generative artificial intelligence to build a spiral curriculum on this topic across our 5-year MD program. The prototype simulates longitudinal management and follow-ups of health across the lifespan in realistically diverse Australian families.

VITAL was built on simulated, immersive, and experiential pedagogical approaches for teaching Social Determinants of Health in clinical practice. Developed using Next.js, a popular full-stack framework, and SQLite for lightweight and efficient data storage, the prototype allows for tailoring family generation prompts to create persistent, realistic family simulations for long-term interactions and observations. The SQLite database also stores simulation data in structured tables, enabling family histories and updates to reflect changes in family scenarios over time.

Under our Four-of-Fours community engaged learning framework, we will co-evaluate the appropriateness of the prototype’s behaviours with academics, professional staff, community partners and student representatives. The mixed-methods evaluation (using quantitative surveys, open-text accounts, and focus groups) will focus on the realism of simulated family scenarios, the alignment of generated content with curriculum objectives, the students’ level of engagement, and VITAL’s effectiveness in enhancing students’ understanding of health issues, their social determinants, and comprehensive person-centred care across the lifespan.

Exploring Consumer and Community Involvement in Culturally Responsive Curriculum Design for Health Professions Education

Yehyung Lee, Monash University, Australia

Abstract: In response to increasing cultural diversity within the Australian healthcare sector, there is a growing consensus on the need for person-centred care to also be culturally responsive. Whilst it is evident that culturally responsive healthcare improves health outcomes, current practice may not always meet consumer and community needs, subsequently leading to poorer health experiences and outcomes. As a result, one way to address this could be to co-design with culturally diverse consumer and community members in creating a culturally responsive curriculum in health professions education (HPE) to ensure that the future healthcare workforce are equipped with the necessary skills and knowledge.

To address this we’ve adopted a novel approach that involves developing an AI-driven simulated patient, created to immerse health professions students in a complex cultural scenario co-designed with members of culturally diverse communities. This immersive educational experience bridges the gap between classrooms and real-world applications, encouraging students to develop a culturally sensitive approach and receive feedback on their ability to interact with diverse patients. The direction of this work was informed by a scoping review investigating the current extent of consumer and community involvement in the development or delivery of culturally responsive HPE curricula.

This honours project is due for completion by September 2025 and the presentation will report a model for creating authentic consumer and community involvement. In doing so, this can ultimately enable the future healthcare workers to deliver genuine and truly culturally responsive care.

Enhancing Virtual Care with Patients and for Patients

Carolyn Canfield & Betsa Parsa-Pajouh, University of British Columbia, Canada

Abstract: Despite growing interest in virtual care education, curricula often lack patient partner perspectives. This project applied participatory action research to develop a virtual care curriculum in partnership with patients, and community members. Through a series of focus groups and interviews, we explored participants’ experiences with virtual care and their perspectives on what makes it effective. Qualitative analysis revealed five key themes: honoring patient preferences, fostering connection, building trust, ensuring equitable access, and promoting collaboration. Based on these five themes, we iteratively co-designed and co-produced five educational podcasts and adapted with feedback from participants.  We evaluated the product quality and development and engagement process. The iterative process reflected the importance of acknowledging and valuing patients’ unique perspectives and experiences in all stages of a project. Extending patient engagement beyond the defined scope of the project emerged as a crucial practice, pointing to the need for sustained interaction and support even after the project’s completion. This presentation details the collaborative process, resulting insights and lessons learned in building partnerships with patients and community members in curricular development.

Empowering and Supporting Patients and Caregivers in the Digital and Virtual Care Ecosystems: Co-Created Guide

David Wiljer & Michelle Wan, University of Toronto, Canada

Abstract: As health care is moving to digital options, human relationship between patients, caregivers and their healthcare teams is important now more than ever. Digital compassion is using technology in a way that makes the time spent with healthcare providers (HCPs) more compassionate. This requires both patients and their HCPs to have the knowledge and skills to work together with compassion, involving comfort with digital tools, collaboration with care teams, and trusting and building communicative relationships. We collaborated with people with lived experience (PLEX) to co-design and develop a patient and caregiver resource to navigate virtual care and promote digital compassion.

A co-design approach consisted of an environmental scan to review existing patient education resources and working sessions. Working sessions with PLEX partners and patient and family learning centres identified learning needs, preferred education methods, and reflection questions. The guide was iteratively developed using the Health Equity and Inclusion Framework for Education and Training.  

Engagement with PLEX partners provided diverse perspectives on digital healthcare challenges, including disparities, accessibility, communication, and emotional support. The four PLEX partners shaped the guide, including reflective questions and practical scenarios to guide patients in building provider relationships, advocating for their preferences, collaborating and connecting with their care team, and establishing a personal support system.

Following the lead of the PLEX partners, this guide was thoughtfully developed and brings us one step closer to fostering digital compassion in healthcare. Adopting a health equity perspective ensures representation and creates opportunities to address health disparities.

D.5 Oral Presentations: Co-creation of Education

Stop, Collaborate, and Listen: Engaging Patients in the Development of Chronic Pelvic Pain Medical Education Resources

Natasha Orr & Rachel Langer, University of British Columbia, Canada

Abstract: Chronic pelvic pain (CPP) affects ~15% of women and gender diverse people, yet it is often dismissed or misdiagnosed by healthcare providers due in part to lack of education on this topic. In Canadian medical education, the entire curriculum averages only 20 hours of pain content, with very little (~1 hour only) dedicated to CPP affecting people with a uterus. Using a user-centered design approach, our team is developing an educational resource package about CPP for medical and nurse practitioner students. The package will include serious game case-based resources, video series about the diagnosis and treatment of CPP, videos about when/how to perform/interpret pelvic exams on people with pelvic pain, FAQs, and flowcharts for the diagnosis and treatment of CPP.

The development of these resources is guided by our team of experts including patient partners, student partners/knowledge users (medical and nurse practitioner students), clinicians, and researchers. Our team was constructed with an EDI lens and includes people with diverse educational backgrounds, ethnicities, sexes, genders, geographic locations in BC, and experience. In line with user-centered design, the team meets monthly to provide unique perspectives to guide the development of CPP educational materials that are relevant to end user and patient needs. The resource package will be available to thousands of medical trainees. These resources will advance medical education on a common yet underrecognized condition and improve the experience of clinicians, ultimately improving care and health outcomes for people with CPP.

Rewriting the Script: Centering Power, Equity, and Patient Partnership in Interprofessional Education

Sacha Agrawal, Elizabeth Cadavid, Kateryna Metersky, Michelle Francis, Toronto, Canada

Abstract: The fields of interprofessional education and patient engagement have both been critiqued for neglecting the robust discussions of power relations that are necessary to enact a more equitable health system. Previous work from our Centre led to the creation of a foundational interprofessional education activity, delivered annually to over 1,000 pre-licensure students from across the health professions, that aims to convey an understanding of the meaning and value of partnering with patients. We set out to reflexively revise this activity to more fully account for the way power relations govern the interactions between patients, students and healthcare providers. The original structure involved small-group sessions where patient partners shared their lived experiences, followed by a table-read and discussion of a “reader’s theatre” script derived from interviews with patients and healthcare providers. While the activity was well received by students, new questions emerged through our reflexive analysis, such as: Whose voices were being centred, and whose were excluded? What could be said and what was left unsaid? From what position could the patient partners speak? In response, we conducted new interviews with patient partners to explore how their diverse social identities affect their experiences receiving care, and we revised the script accordingly. To address power differences between patient partners and students during the learning activity, the role of patient partners was shifted from storyteller to co-facilitator. In this presentation, we will share our process for reflexively analyzing and revising this activity as we strive for meaningful and impactful patient involvement.

Disrupting Ableism: Experiences and learnings in patient-partner co-creation of a successful interprofessional elective

Robyn Davies & Janet Rodriguez, Unity Health Toronto, Canada

Abstract: Through a meaningful partnership of Patient-Family Partners (PFPs) and collaborative learning, we created a two-hour virtual interprofessional (IP) elective about disrupting ableism in healthcare. Ableism is prevalent in healthcare; however, it is often not recognized and, therefore, not addressed. It results from longstanding structural and attitudinal barriers within the healthcare environment, perpetuated by complacency. Tackling ableism will create a more equitable healthcare system for all.

We also heard from healthcare professional learners that very little curricular time is spent on the topic of disability or ableism. At the same time, our provincial government had promised to make Ontario accessible by 2025, through the Accessibility for Ontarians with Disabilities Act. Despite 27% of Canadians self-identifying as disabled, we were not addressing ableism and its impact on healthcare delivery. We noted, too, that the medical model of disability prevails despite alternative models.

Concurrently, we recognized that we had the infrastructure to support the development of an anti-ableism IP elective and, as importantly, passionate PFPs who were experienced educators interested in sharing their lived intersectional experiences of navigating healthcare systems. This elective has successfully run on three occasions, to over 100 learners. Evaluations show that interprofessional education about disrupting ableism in healthcare is rewarding for the learners, facilitators, and presenters.

We aim to discuss our successful partnership experience in co-creating and offering an IP elective focused on disrupting ableism. We share our insights to encourage participants to explore similar partnerships in their own work organization.

Beyond inclusion: co-creating an authentic inclusive writing guide with patients and professionals

Jess Taylor-Calhoun, Emily Foucault & Andrew Johnson, Centre for Addiction and Mental Health, Toronto, Canada

Abstract: This presentation will focus on the co-creation of Education at CAMH’s Clear and Inclusive Writing Guidelines. When updating our house style guide, which traditionally covers grammar, capitalization and formatting, we identified the need to evolve guidelines to include equity, diversity, inclusion, and anti-racism in health care communication. Typically style guides are created by a small group of communications professionals and rarely consult patients or community members. Challenging this norm, we engaged over 20 groups from across CAMH such as patient, youth, and family advisors who have experienced psychosis, alcohol and substance use disorder, personality disorders, other mental health concerns, neurodevelopmental disabilities or physical disabilities; service users from the Toronto sex workers community; clinicians, educators, and researchers serving Indigenous, Black, and 2SLGBTQIA+ and gender-diverse populations, in addition to CAMH communication professionals.

Leadership in the guide’s development was shared and fluid. One patient advisor stepped into a leadership role: writing the introduction to the guide, applying feedback from others and shaping key sections focused on the impact of language on patient populations. Rather than assigning rigid roles such as “patient” or “clinician,” we honoured all the expertise contributors had to offer: both lived and professional.

In this presentation, we will outline the organizational structures supporting this work, our co-creation process, lessons learned and the project’s expected impacts. We will show that patient and interprofessional co-creation is possible within large, complex organizations. We offer this work-in-progress as a model for meaningful patient involvement in health care communication projects that create inclusive care environments.

D.6 Oral Presentations: Co-Teaching

Teaching Communication to Medical Students with Patient Partners

Annie Descoteaux, Marie-Pierre Codsi, Morganne Masse, Benoit-Pierre Stock, Université de Montreal, Canada

Abstract: Teaching Communication to Medical Students with Patient Partners

In 2024, a new medical curriculum was launched, bringing an innovative approach to how communication is taught to future physicians. Fully co-designed with patient partners and grounded in the arts and humanities, this longitudinal training aims to teach communication as a relational, reflective, and human practice from the very beginning of medical education.

A distinctive feature of this initiative is its co-facilitation model: each small group of 10 students is accompanied by a longitudinal coaching duo composed of a physician and a patient partner. These coaches work with the same group throughout the academic year, across four workshops, fostering trust, continuity, and deeper learning. This structure encourages authentic dialogue and sustained reflection on the complexities of human relationships in healthcare. The workshops rely on narrative, artistic, and experiential methods rather than simulation or standardized patients.

This presentation will outline our co-construction process, key pedagogical principles, and preliminary findings from the first year of implementation.

“Talk to me like this”: A collaboration to support patients as partners in communication skills teaching

Lesley Scott, University of Sunderland, Jools Symons, University of Leeds, & Lindsay Muscroft, University of Warwick, UK

Abstract: Warwick, Sunderland and Leeds medical schools have all embedded, authentic patient and carer involvement in admissions through to graduation. Working together and sharing innovations and lessons learnt has enabled us to accelerate patient involvement in novel ways and provided a supportive community of practice. This involvement is the cornerstone of excellent practice with patients scaffolding support to develop communication skills of future doctors as demonstrated below:

At Warwick, all students meet with patients or carers in the first week and complete an empathy map together to start developing their communication and increase their understanding of the patient perspective. Patients co-teach students, focusing on communication through compassionate curiosity and sharing their lived experience as a “patient of the week” to contextualise pre-clinical learning. Patient, Carer and Public Involvement (PCPI) participants, at Sunderland support the development of communication and clinical skills. Over the past two years PCPI’s have supported additional developmental sessions for students who lack confidence, suffer anxiety or where concerns have been raised regarding skills attainment. After these sessions students self-reported they were more confident in their ability to communicate with patients.

At Leeds, the Patient Carer Community (PCC) work with senior students who have received poor feedback from clinical placement leads. Their bespoke approach commences with mentoring to identify issues and their underlying causes, providing realistic practice and supportive feedback. This authentic support improves students’ communication skills and confidence. Collaboration has enabled our universities to refine and enhance our patient and carer involvement for the benefit of our students.

Experts by experience as co-teachers in nursing education

Minna Laitila, Seinäjoki University of Applied Sciences, Finland

Abstract: The purpose of this presentation is to describe the joint or collaborative teaching process with experts by experience (EbE) at a Finnish University of Applied Sciences in nursing education. The presentation will concentrate on the views of EbEs on the benefits of simulations in general and the involvement of EbEs especially.

The process started as a pilot in Autumn 2021 and has since been established as a permanent way to organize simulations in mental health and addiction nursing courses. At the beginning of the pilot, EbEs took part in the planning of simulation lessons. The division of responsibilities during the lessons was also agreed upon: Who would act as a facilitator for the exercises, who would play the roles of patients, and who would be responsible for the debriefing discussions and feedback?

The feedback from the students has been very positive. In this presentation, the feedback from the EbEs is introduced. EbEs who have participated in the simulations were asked: What benefits do you think the simulation and the involvement of experts by experience have had on students’ learning?

According to the replies, the EbEs felt that the simulations were more realistic when persons with actual real-life experience participated in them. They also thought that their participation helped students to understand the patient’s viewpoint. During the simulations, students got practice in how to talk, listen, and encounter patients with mental health and addiction problems. One important benefit was reducing the stigma still connected to mental health and addiction problems.

Co-teaching with expert patients living with complex chronic diseases: A workshop model

Cathy Kline & Gloria Gray, University of British Columbia, Canada

Abstract: People with complex chronic diseases have expertise from their lived experience that can help trainees learn how to better support patients. We co-designed a workshop with community partners that brings patients and students together for patient-centred learning with faculty support.

Objective: To develop a patient-led interprofessional workshop for students on complex chronic diseases: ME/CFS, fibromyalgia and Lyme disease.

Methods: The workshop was developed by a group of students, patients / caregivers, and faculty working together in a participatory educational design.

Results: Workshops have been delivered biannually since 2021 attended by 129 students from 13 disciplines. Student surveys collected after the workshops included two scored items and three free-text questions that asked what they learned, what was missing and suggestions for improvements. Free-text responses were analyzed thematically into three broad categories: workshop highlights; student learning; and workshop deficiencies. On a scale of one (one of the worst) to five (one of the best) comparing the workshop to other educational experiences, the mean score was 4.4. All respondents said they would recommend the workshop. Free text responses showed that many students had little or no prior knowledge of the topics and the workshop bridged a gap in their training about how stigma can interfere with timely diagnosis and access to treatment. The main deficiency was the desire for more time with the panelists to ask questions.

Conclusion: Patient-led workshops empower patient partners and students with a shared understanding of complex chronic disease and illustrate the value of their contributions to interprofessional education.

D.7 Oral Presentations: Professional Development of Students

Medicine in the First Person Puts Patients at the Center of Medical Education

Pedro Morgado, University Minho, Portugal

Abstract: Since 2020, the Medicine program at the University of Minho has incorporated the “Academic Profile” curriculum unit from the 1st to the 5th year, accounting for 25% of total credits per academic year. This initiative fosters professional identity formation through personal and professional development, as well as Humanities and Society.

A key component is “Medicine in the First Person,” where patients actively contribute as educators, offering students firsthand exposure to diverse lived experiences. Sessions feature individuals living with HIV, chronic pain, psychiatric conditions, domestic violence survivors, LGBTI+ individuals, and members of the Roma community. Each three- to four-hour session includes theoretical contextualization, personal narratives, student-led interviews, and reflective discussions.

Students consistently identify these sessions as among the most impactful aspects of their education, emphasizing the importance of direct patient interaction. Participating patients also report a positive experience, recognizing their role in shaping future medical professionals. The University of Minho’s experience with this innovative model, unique in the Portuguese context, highlights its potential for broader implementation in medical education, reinforcing the value of patient voices in shaping empathetic, socially aware physicians.

Integrating Patient Perspectives in Biomedical Sciences Education to strengthen professional development.

Petra Van Gurp, Radboud University Medical Centre, The Netherlands

Abstract: This panel presentation explores integrating patient educators into two different types of medication-related courses to enhance student learning in clinical direct patient care and drug development. The program includes three 30-minutes segments.

Part 1 features two pharmacy faculty members and a patient educator who will present an overview of a pharmacy skills lab activity for third-year Doctor of Pharmacy students. In this telemedicine-based lab, students interview arthritis patients, collect health data, and develop a treatment plan, with the patient educator sharing personal experiences and insights to help students understand chronic illness challenges. Survey results show positive student responses, highlighting improved clinical skills, communication, and patient-centered care awareness. The patient educator will share insights into benefits for patient educator participation.

Part 2 highlights a graduate professor’s overview of a biologics-focused drug development course for the treatment of immune-mediated diseases that incorporates a patient educator with rheumatoid arthritis. The patient educator shares her journey, from functional loss to the impact of biologics, and discusses the evolving role of patient engagement in research and regulatory processes. This enhances students’ understanding of the patient’s role in drug development and ensures future treatments prioritize the patient experience and their real-world needs. Part 3 concludes with an interactive panel discussion in an audience questions and answer format, featuring instructors from both courses and a patient educator. This discussion answer audience questions and will offer insights into the benefits and challenges of integrating patient voices in pharmacy skills and biomedical sciences education.

From learning to transforming: Patients as Agents of transformation

Camille Greppin-Becherraz, Haute école de santé Vaud, Switzerland

Abstract: Patients’ involvement in health education has been considered for several decades, with established benefits for students’ learning (Berkesse et al., 2022). It varies along a continuum—from patients as learning subjects to full partners in curriculum co-design (Towle et al., 2009).

In 2024, we implemented a program integrating chronic ill patient mentors into the 3rd physiotherapy curriculum in Lausanne, Switzerland. This resulted from a co-creation process, with patient experts and students. Our qualitative evaluation revealed that (1) students reported transformative learning experiences, and (2) patient mentors described their participation as empowering, providing opportunities to influence future professionals and healthcare systems. This suggested that encounters can catalyze both personal and professional changes and has led us to a critical reflection: while patients traditionally are involved in meeting institutional needs, as educational resources, could their participation also address their own aspirations?

We propose to reflect on the role of educational institutions as participatory spaces (Renedo et al., 2014), where patients are considered not only as contributors to learning but also as social actors capable of shaping professional practices. These spaces can support patient emancipation, promote power redistribution and recognize patients as change agents (Martin & Finn, 2011). Drawing on Kangasjarvi et al. (2020), we suggest that when patients actively participate, they transform from educational resources into agents of change. We consider that educational institutions have a responsibility to foster authentic partnerships with patients by validating their expertise and supporting their agency, thereby contributing to meaningful social changes.

Close encounters with the sick: Facilitating medical students’ professional identity formation through structured early patient contact

Edvin Schei & Knut Eliassen, University of Bergen, Norway

Abstract: The therapeutic potential of medicine is best realized when clinicians can interact with patients and relatives as compassionate co-humans. Medical education should highlight what sickness does to persons and strengthen clinicians’ understanding of patients’ existential challenges. However, avoiding emotion is common in the medical culture, and may lead both to poor quality of care and to burnout in students and clinicians.

PASKON is a method for teaching patient contact to first-year medical students at the University of Bergen, Norway. Students reflect on personal experiences of sickness, vulnerability and resilience, before meeting people with serious health problems in small groups. The experience of entering the intimacy sphere of a vulnerable stranger is a rite of passage that breeds excitement, unease, surprise, and a fledgling sense of what it means to be a clinician. The patient encounters provide rich material for dialogue and reflection on professional identity.

This interactive workshop analyzes the rationale for working with relationships, narratives and self-awareness in medical education. Participants will be involved in a simulated PASKON session and introduced to pedagogical tools for dealing with the unpredictability and emotions that emerge in authentic human encounters.

Structure: Part 1 is a short introduction to emotions and relationships in clinical medicine and in medical education, with an overview of the course and its pedagogic elements. Part 2 engages participants in group work, as students or patients, exploring the experience of sharing stories of suffering, and how it can be used to trigger reflection, empathy, role awareness and self-confidence.

D.8 Oral and Visual Arts: Experiences of Substance Use

Oral: Addressing Opioid Use Stigma in Pharmacy Practice: Grounding Educational Initiatives in Patient Voices

Jordana Rovet, Sean Patenaude & Andrew Johnson, Centre for Addiction and Mental Health, Toronto, Canada

Abstract: Opioid-related stigma presents a significant barrier to care for individuals seeking pharmacy services for pain management, opioid use disorder (OUD), or take-home naloxone programs. This project embedded patient voices in the development of accessible educational materials designed to reduce stigma among Canadian pharmacy professionals and enhance patient-centered care.

At the core of this initiative was meaningful engagement with people with lived and living experience (PWLLE), who played a pivotal role in shaping the project. A PWLLE facilitator co-led engagement strategies, co-facilitated roundtable discussions and contributed to knowledge translation. The project involved three consultation rounds: roundtable discussions on stigma experiences and key messaging, an anonymous survey to validate emerging themes, and participant feedback on draft educational materials. Across these stages, 47 participants joined the initial discussions, 41 completed the survey, and 22 participated in the final consultation.

Findings, analyzed using inductive and descriptive coding, directly informed the creation of a resource toolkit, pharmacy posters, and social media graphics—ensuring these materials reflected the insights and experiences of PWLLE. The resources were launched at a national webinar and are freely available through CAMH (https://kmb.camh.ca/eenet/resources/addressing-opioid-stigma-in-pharmacies). This session, co-led by the PWLLE facilitator, will provide insight into the co-production process, illustrating how the inclusion of patient perspectives strengthened the project’s outcomes. Attendees will gain practical strategies for integrating lived experience into health and social care education to foster stigma-free environments. Funding from the Public Health Agency of Canada.

Stories and Dialogue: Lived Experience in the BCMHSUS Workforce

Caylee Raber & Anja Lanz, Vancouver, Canada

Abstract: People living with mental health and substance use (MHSU) who work in healthcare face stigma that is destructive, pervasive which can lead to negative work experiences, discrimination, fear of disclosure and seeking treatment. Workplace stigma drives staff presenteeism, absenteeism, reduced productivity and engagement, difficulty attracting and retaining talent, challenges implementing psychological health and safety initiatives, and increased costs related to mental health injuries.

Through trauma-informed co-designed storytelling, Lived Experience Strategic Advisor facilitators with support from the Patient Experience and Community Engagement team atBC Mental Health and Substance Use Services (BCMHSUS) and students from the Health Design Lab at Emily Carr University of Art and Design (ECUAD) created animated storytelling videos to disrupt workplace stigma. Featuring voices of BCMHSUS staff with lived experience, it explores stigma’s impacts on identities and careers, and envisions a future where lived experience is an asset. Students illustrated innovation in patient involvement education, deepened their empathy, strengthened relational skills and humanized topics often taught in literature.

Videos are being integrated into team-based training, leadership workshops, and onboarding initiatives across BCMHSUS. Facilitated discussions encourage reflection on themes, assumptions, workplace culture and practice. Structural shifts have occurred by embedding videos into organizational learning and development efforts: hiring a new Peer Support team, rewriting outdated policies, promoting mental wellness as valid sick leave.

Our highest hopes are to disrupt stigma, challenge stereotypes, and highlight how lived experience can shape more compassionate and effective healthcare and workplaces. Sharing these stories open space for more dialogue, understanding, and change.

Learning Together to Address Opioid Use Disorder: A Catalyst Film from Health Experience Interviews

Jane Evered, University of Wisconsin, USA

Abstract: Catalyst films are an educational tool used to catalyze service improvement by marrying the persuasive potential of peer-to-peer communication with rigorously developed audio-visual tools. These translational research products synthesize, integrate, and present actionable insights using patient-experience videos comprised of interview clips with both practical and emotional impact. In this session, we share excerpts from our 45-minute catalyst film about people’s experiences with medication for opioid use disorder (MOUD). Millions of people in the US live with opioid use disorder (OUD). Although medications exist to treat OUD (MOUD), many of these treatments remain highly underutilized; only 13.4% of those eligible, report receiving treatment. Integrating curricula about MOUD into health professional education is a promising approach to expanding access, as persistent stigma and inadequate clinician training are known barriers. Our multidisciplinary team collected and analyzed interviews with 38 people around the country who have experience with OUD and MOUD. We created the film in partnership with two advisors (co-authors) who told their stories for the project. The MOUD catalyst film and accompanying toolkit are designed to enhance empathy and illuminate actionable insights for equitable person-centered OUD treatment, sparking ideas for ways to improve services and support for people, families, and communities. These tools are targeted for use in health professional and continuing educational settings, particularly among addiction medicine specialists and other clinicians who prescribe MOUD. Preliminary evaluation feedback suggests strong appreciation for the diverse range of experiences presented in the film and enthusiasm about sharing the film with learners at all levels.

D.9 Roundtable Discussions:

Learning Together: Integrating meaningful patient and public involvement (PPI) within undergraduate medical education.

Sophie Park, Oxford University, UK

Abstract: A socially accountable medical education curriculum requires the equitable distribution of power among all stakeholders, including patients and the public. This workshop draws on our experience of co-developing two Patient and Public Involvement (PPI) partnerships to inform undergraduate primary care medical education. Central to this process are principles of equality, diversity and inclusion (EDI). We will present case examples to guide participant discussion around PPI recruitment, early engagement, team building, and feedback mechanisms, using tools such as an ‘impact log’ to evaluate PPI–staff collaboration.

Towle’s Taxonomy of Involvement will be used to illustrate how patients and the public have contributed to strategic curricular and assessment design. We will also consider how principles from the UK NIHR INCLUDE guidance – established in clinical research – may be adapted for PPI recruitment and reimbursement within educational settings to support equitable engagement.

A Foucauldian Discourse Analysis (FDA) framework will be applied to explore available subject positions, power relations and legitimate knowledge attributed to patients, students and clinicians in educational encounters. Traditionally, experiential knowledge is attributed to patients/public and technical knowledge to professionals. We will encourage participants to reflect on more integrated subject positions, where a range of knowledge forms are valued across all roles. This redistribution of epistemic authority invites more complex but potentially rewarding educational encounters.

Participants will engage in critical dialogue, share practical insights, and reflect on challenges and opportunities for embedding socially accountable PPI in diverse educational contexts. The session will conclude with lessons learned and intentions for future implementation.

Embedding Patient and Public Involvement in Health Professional Education: stuck between novelty and normalization

Charlotte Denniston, University of Melbourne, Australia

Abstract: We know that things like clear roles, mutual respect and open communication are key ingredients that help Patient and Public Involvement (PPI) work well in Health Professional Education (HPE). Yet, while PPI in HPE is regular practice in some universities, in other places it is rare. How can universities overcome challenges like time, capacity, capability and resource constraints to keep PPI going?

One way to understand how PPI can be made a regular part of HPE is by using Normalization Process Theory. This theory describes four factors that influence whether an initiative becomes part of regular practice or not: How people understand the initiative; Who gets involved and how committed they are

How an initiative is used in daily work; How people review and change an initiative over time; Looking at these factors can help us understand why PPI sometimes works well and other times it fails.

After a short talk about the above factors, we’ll invite participants to share their experiences by answering these questions: What does long-lasting PPI look like in HPE? How do the four factors in the Normalization Process Theory framework influence whether PPI is maintained or not?

By combining theory and real-life examples, we hope to create strategies, share what we’ve learned and come up with new ways to study the maintenance of PPI. Our goal is to help create and evaluate long-lasting PPI in HPE. Healthcare consumers with diverse lived experience have been consulted in the development of this abstract.