Person-centred care:

Implications for teaching and learning Tim Swanwick

Senior Clinical Adviser and Postgraduate Dean,

Health Education England

@NHS_HealthEdEng

What is person-centred care?

@NHS_HealthEdEng

@NHS_HealthEdEng

‘we will do more to support people to manage their own health –

staying healthy, making informed choices of treatment, managing

conditions and avoiding complications. With the help of voluntary

sector partners, we will invest significantly in evidence-based

approaches such as group-based education for people with specific

conditions and self-management educational courses, as well as

encouraging independent peer-to-peer communities to emerge.’ (p12)

http://www.nationalvoices.org.uk/principles-integrated-care

• GOSH -‘Me First’

• Heart Support Groups for Patients and Carers

• Barts Health - older persons care improvement

• *Coaching for Health

• *End of life care education programmes

• ‘Breaking Down the Barriers’ education programme

• *Dementia awareness training programme

• *Care navigation programme development

Examples of HEE initiatives

@NHS_HealthEdEng

But where is person-centred care in

the curriculum?

• Are you talkin’ to me?

• Pathways not pathologies

• Rediscovering compassion

• Whose care is it anyway?

• Partners in production

@NHS_HealthEdEng

I. Are you talkin’ to me?

@NHS_HealthEdEng

@NHS_HealthEdEng

II. Pathways not pathologies

Comparable assessment outcomes for knowledge and clinical skills

Felt better prepared to:

• work in ambulatory care settings

• understand how the health system works

• be competent practitioners

• know strengths and limitations

• deal with ambiguity

• engage in self reflection

Enhanced patient-centredness scores

Longitudinal integrated clerkships

@NHS_HealthEdEng

III. Rediscovering compassion

‘Patients, carers and members of

the public will increasingly feel like

they are being treated as vital and

equal partners in the design and

assessment of their local NHS. They

should also be confident that their

feedback is being listened to and

see how this is impacting on their

own care and the care of others.’

@NHS_HealthEdEng

IV. Whose care is it anyway?

‘Many patients expect to play an active role in

managing their own health care…In order to be

fully engaged, patients require help from clinicians

who recognise and actively support their

contribution and are willing to work with them as

healthcare partners…Patient partnership is now on

the agenda in medical education. Its importance is

emphasised in codes and statements of principle, it

appears in some of the new curricula, and methods

of assessing the relevant competences have begun

to be developed. Despite promising

developments in some medical schools and

certain postgraduate training programmes,

particularly in general practice, we found a

general lack of awareness of needs and skill

gaps and few examples of good practice.’

@NHS_HealthEdEng

@NHS_HealthEdEng

V. Patients as partners

Levels of engagement

• Curriculum design and development

• Selection of students and trainees

• Teaching, learning and assessment

• Quality assurance

Patient and public involvement

• Are you talkin’ to me?

• Pathways not pathologies

• Rediscovering compassion

• Whose care is it anyway?

• Partners in production

@NHS_HealthEdEng

What makes us

healthy?

No decision

about me

without me

What matters

to you?

HEALTH

CARE SOCIAL

CARE

COMMUNITY

DEVELOPMENT

From

‘person-centred

care’ to

‘healthy

communities’

@NHS_HealthEdEng

Principles of

person-centred care

@NHS_HealthEdEng