The Patient Experience course provides foundational knowledge of key patient experience concepts to ensure better person-centered care, highlighting the main dimensions, roles, and factors that improve the satisfaction and experience of healthcare service users. It also explores the impact of patient and family-centered care, addressing the various key dimensions from the patient's perspective, and provides knowledge of the tools necessary for managing patient satisfaction and experience..
Titular Professors
No previous knowledge is required.
The objectives of the course are:
- To provide the student with a solid basis to reflect on the current knowledge of patient experience and its principles, as well as to acquire practical knowledge and skills for solving challenges to improve patient experience.
- To foster analysis in the application of tools and methodology that allow the development of a project to manage the experience of users of health services: to identify and promote strategies and tools to support patient-centered care and its impacts in addressing patients’ values, preferences, and expressed needs.
1. Background
1.1 User Experience
1.2 Customer Centricity
1.3 Patient Experience
2. Patient-Centered Care
2.1 The Evolution of Patient Experience
2.2 Basic Principles of Patient Experience
2.3 Elements Influencing Patient Experience
2.4 Dimensions of Patient-Centered Care
2.5 The Patient Journey
3. Managing Patient Experience
3.1 Dimensions, Tools, and Methodologies for Researching, Evaluating, and Managing Patient Experience
3.2 HCD, Design Thinking, Evidence-Based Design, Co-design
3.3 Qualitative Research on Patient Experience
3.4 Tools for Evaluating Patient Experience: CSAT, PREMS, NPS
3.5 Humanizing care, patient participation in decision-making, and collaboration
4. Organizational culture and comprehensive patient experience management
4.1. Resources and tools for a patient experience culture
4.2. Key aspects for fostering a patient experience culture
4.3. Best practices for deploying a patient experience culture
5. Current and future challenges of patient experience
5.1. Key aspects for developing patient experience
5.2. New developments in patient experience
5.3. Sociocultural trends and aspects to consider for developing patient experience
The teaching methodology is based on an active and theoretical-practical approach aimed at the progressive acquisition of the learning outcomes defined for the subject. The course is delivered through two weekly sessions, combining activities to introduce conceptual aspects and theoretical foundations with practical application and consolidation of learning.
The typical session format is structured in two distinct parts: the first part involves the professor introducing key theoretical concepts and basic principles with the entire group. In the second part, students complete an exercise to verify their understanding of the concepts covered in the first part. This exercise is done in groups (pairs or groups of three) with the professor providing guidance and answering any questions that arise. It forms part of the continuous assessment system.
The practical exercises planned and worked on in each session help to consolidate the theoretical foundations and ensure their correct understanding and application. In certain sessions, this activity is reinforced independently—between weekly sessions—with the reading of the materials provided for the course.
The methodology integrates independent work, collaborative classroom learning, and continuous formative assessment. This assessment is complemented by the completion of a short team research project on the patient experience (PER).
The course is assessed through a continuous assessment system supplemented by the PER project. The final grade is based on the following elements: class participation, the PER team project, and individual performance in the group presentation as follows:
(1) class involvement/participation: Highly significant assessment activity
(2) a team project: Highly significant assessment activity
(3) individual performance in the group presentation: Highly significant assessment activity
The assessment criteria for the Patient Experience course measure the student’s ability to know and correctly use terminology, apply techniques and tools to challenges related to patient experience, and integrate and clearly communicate learning after analyzing and synthesizing information and evidence from the patient’s perspective.
Books
- Berry, L. L., Seltman, K. D. (2006). Management Lessons from Mayo Clinic: Inside One of the World's Most Admired Service Organizations. McGraw Hill.
- Cosgrove, T. (2014). The Cleveland Clinic Way: Lessons in Excellence from One of the World's Leading Health Care Organizations. McGraw Hill.
- Ely, W. (2021). Every Deep-Drawn Breath: A Critical Care Doctor on Healing, Recovery, and Transforming Medicine in the ICU. Scribner.
- Gerteis, M., Edgman-Levitan, S., Daley, J., Thomas, L. (2002). Through the Patient's Eyes: Understanding and Promoting Patient-Centered Care. Jossey-Bass.
- Lupton, E., Ku, B. (2020). Health Design Thinking. Cooper Hewitt, Smithsonian Design Museum & MIT Press.
- Press, I. (2006). Patient Satisfaction: Understanding and Managing the Experience of Care. Health Administration Press.
- Riess, H. (2018). The Empathy Effect. Sounds True.
- Thomas, K. (2023). Dear Patient: A Practical Guide to Patient Experience. Top Agenda Publishing UK.
Papers
- Adams, C., Harrison, R., Wolf, J. A. (2024). The Evolution of Patient Experience: From Holistic Care to Human Experience. Patient Experience Journal, 11(1), 4–13.
- Becker, F., Douglass, S. (2008). The ecology of the patient visit: physical attractiveness, waiting times, and perceived quality of care. Journal of Ambulatory Care Management, 31(2), 128–141.
- Berkowitz, B. (2016). The Patient Experience and Patient Satisfaction: Measurement of a Complex Dynamic. Online Journal of Issues in Nursing, 21(1).
- Chu, P. Y., Maslow, G. R., von Isenburg, M., Chung, R. J. (2015). Systematic Review of the Impact of Transition Interventions for Adolescents With Chronic Illness. Journal of Pediatric Nursing, 30(5), e19–e27.
- Hodge, D. R., Horvath, V. E. (2011). Spiritual needs in health care settings. Social Work, 56(4), 306–316.
- Jacobs, K. (2016). Patient Satisfaction by Design. Seminars in Hearing, 37(4), 316–324.
- LaVela, S. L., Gallan, A. S. (2014). Evaluation and measurement of patient experience. Patient Experience Journal, 1(1), 28–36.
- Manary, M. P., Boulding, W., Staelin, R., Glickman, S. W. (2013). The patient experience and health outcomes. New England Journal of Medicine, 368(3), 201–203.
- Oben, P. (2020). Understanding the Patient Experience: A Conceptual Framework. Journal of Patient Experience, 7(6), 906–910.
- Staniszewska, S., et al. (2014). The Warwick Patient Experiences Framework. International Journal for Quality in Health Care, 26(2), 151–157.
- Vyas, A., et al. (2022). Measuring what matters: A proposal for reframing how we evaluate and improve experience in healthcare. Patient Experience Journal, 9(1), 5–11.
- Wolf, J. A., Niederhauser, V., Marshburn, D., LaVela, S. (2021). Reexamining “Defining Patient Experience”. Patient Experience Journal, 8(1), 16–29.
- Wolf, J. A., Niederhauser, V., Marshburn, D., LaVela, S. (2014). Defining Patient Experience. Patient Experience Journal, 1(1), 7–19.
- Yeoman, G., et al. (2017). Defining patient centricity with patients for patients and caregivers. BMJ Innovation, 3(2), 76–83.
Websites: Pateint Experience- Patient centered care institutes: https://theberylinstitute.org/ https://picker.org/ Pateint experience framewrok ? Servei català de la salut: https://salutweb.gencat.cat/ca/ambits-actuacio/linies/participacio-salut/ciutadania/experiencia-pacient/ https://scientiasalut.gencat.cat/handle/11351/12539