91福利

Co-Designing for Co-Benefit: SSH102 and Teaching for Learning & Coping Skill Development

SSH102: Learning & Development has been on a humane, responsive journey for the past five years. Initially a curricular iteration of the 91福利-born, now international Thriving in Action intervention co-created with Dr. Diana Brecher, the for-credit course has recently undergone an experiential iteration: one of student co-design.

What do we know about how students are doing? Mental health under strain, loneliness on the rise, reduced physical activity, low persistence...and that was *before* the pandemic and pre-AI. There are pressures from all sides for our learners, and SSH102 is offered--now to 250 students a semester as an open elective--to lay bare *how* to learn.

In this session, accompanied by 4-6 alumni of the course, we will share the multisolving underpinning, and the central place of co-design, from weekly feedback to post-semester course refinements. SSH102 has become a course for students *from* students in many ways, zeroing on documented learning skill "deficiencies," isolation, exhaustion, and rampant stress by centring belonging, learning strategies, and wellbeing.

An anti-oppressive, neuro-affirming, and radically welcoming course, SSH102 embodies inclusion and access, as will this session.

Presenter

Humanizing care through interlinking voices: Co-designing health professional education with patients and family caregivers with lived/living experience with stroke

Whose knowledge is reflected in, and valued in professional healthcare education? Despite its advances, healthcare education remains buttressed by Western, reductionist, and biomedical frameworks, negating authentic, experiential knowledge, and privileging instead that of clinicians, researchers and educators, over those with lived experience, and expertise. This reality is in direct conflict with the currently dominant sociopolitical discourses on person-centered care, a multidimensional, holistic approach, intended to transcend biomedical models by promoting patient autonomy, and empowerment. Mitigating this dichotomy, requires the instruction of person-centered care grounded in a strong theoretical foundation, and access to 鈥榙irect experiential knowledge鈥� so as not to foster, or perpetuate, a reductionist understanding of the approach. Consequently, and as evidence suggests, current healthcare and academic programs require new approaches to educating health and social care professionals for person-centered care; approaches which disrupt the stereotypical notions of truth and power that are often presumed in healthcare environments.

Co-designing healthcare education is a process which seeks to legitimize and honour those with lived/living experiences as being experts of their own lives by centering their stories and situating them as equal collaborators in design. This project spotlight will highlight a 2024-2025 Learning and Teaching Grant cohort project which leveraged co-design with patients and family caregivers with lived/living experience of stroke in the development of an experiential learning activity - the Interactive Stroke Journey Map. Framed through the lens of integrated stroke care for older adults from vulnerable populations, the project addressed the intersection of EDI with interprofessional practice enabling students to apply and practice relevant skills to promote access to equitable and culturally appropriate stroke care. Presenters will showcase the what and how of their community member engagement with patients and family caregivers, their co-design process, highlighting the transferability to various contexts, and the impact of their work to date. Attendees will be invited to engage in dialogue with the recipients, sharing their perspectives on the activity, and potential future directions.

Presenters