"It Was Great to Break Down the Walls between Patient and Provider": Liminality in a Co-Produced Advisory Course for Psychiatry Residents

Autor/inn/en	Agrawal, Sacha; Kalocsai, Csilla; Capponi, Pat; Kidd, Sean; Ringsted, Charlotte; Wiljer, David; Soklaridis, Sophie
Titel	"It Was Great to Break Down the Walls between Patient and Provider": Liminality in a Co-Produced Advisory Course for Psychiatry Residents
Quelle	In: Advances in Health Sciences Education, 26 (2021) 2, S.385-403 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kalocsai, Csilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-020-09991-w
Schlagwörter	Psychiatry; Physician Patient Relationship; Teaching Methods; Health Services; Mental Health; Mental Disorders; Graduate Medical Education; Student Attitudes; Transformative Learning; Foreign Countries; Graduate Students; Medical Students; Humanistic Education; Resistance (Psychology); Learning Experience; Change; Canada (Toronto) + Suchen Sie Ihr Suchwort? Psychiatrie; Arzt-Patient-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Health service; Gesundheitsdienst; Gesundheitswesen; Psychohygiene; Mental illness; Geisteskrankheit; Schülerverhalten; Pädagogische Transformation; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Humanistische Bildung; Resistenz; Lernerfahrung; Wandel
Abstract	Although rhetoric abounds about the importance of patient-, person- and relationship-centered approaches to health care, little is known about how to address the problem of dehumanization through medical and health professions education. One promising but under-theorized strategy is to co-produce education in collaboration with health service users. To this end, we co-produced a longitudinal course in psychiatry that paired people with lived experience of mental health challenges as advisors to fourth-year psychiatry residents at the University of Toronto. The goal of this study was to examine this novel, relationship-based course in order to understand co-produced health professions education more broadly. Using qualitative interviews with residents and advisors after the first iteration of the course, we explored how participants made meaning of the course and of what learning, if any, occurred, for whom and how. We found that the anthropological theory of liminality allowed us to understand participants' complex experiences and illuminated how this type of pedagogy may work to achieve its effects. Liminality also helped us understand why some participants resisted the course, and how we could more carefully think about co-produced, humanistic education and transformative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01