ArticleThe clinical teacher2025
From Fringe to Core: Speaking Out About Our Evolving Role as Patient Partners in the PARTENAIRES Interprofessional Education Programme.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
2 citing papers in PubMed.
- Fostering Physician-Patient Partnerships: The Importance of Embracing the Ontological and Epistemological Understandings of Knowledge.Health expectations : an international journal of public participation in health care and health policy · 2025Review
- From Fringe to Core: Speaking Out About Our Evolving Role as Patient Partners in the PARTENAIRES Interprofessional Education Programme.The clinical teacher · 2025Article
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFor the past 15 years, an innovative curriculum named Formation PARTENAIRES has been advancing patient partnership in interprofessional education (IPE) at Université de Montréal. The aim of this article is to describe, from the perspective of patients themselves, the changing role of patients within this training programme. APPROACH: The PARTENAIRES programme is a mandatory undergraduate IPE curriculum implemented across 13 healthcare and social services disciplines, involving over 5000 students and 125 patient partners annually. The programme's evolution has been marked by increasing patient leadership and is now co-chaired by a patient partner and a healthcare professional, with patients involved at all levels (design, delivery, assessment and improvement). EVALUATION: Key developments in patients' relationships with other stakeholders involved in the PARTENAIRES programme are highlighted. With students, patients have transitioned from providing one-off, idealised testimonials to sustaining reflexive, real conversations that bridge the student-patient gap. With academic disciplines, patient partners that were initially paired based on matching with their lived experience are now paired more flexibly to foster a universal educational contribution and support interdisciplinary learning. With clinical co-facilitators, the patients' role has evolved from reactive participation during workshops to proactive co-construction, promoting the democratisation of exchanges and shared responsibility for the programme's educational content. IMPLICATIONS: Sustained institutional trust and long-term involvement have enabled patient partners to become central co-creators in the PARTENAIRES curriculum. Patients' transversal role fosters innovation and cross-disciplinary collaboration, illustrating that significant cultural change in IPE emerges through openness, adaptability and the time to grow together.
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