Developing a pan-European Person-centred Curriculum Framework: a whole systems approach

Abstract

In this special issue of the IPDJ we continue to present the work of the Erasmus+ project focusing on the development of a pan-European person-centred healthcare curriculum framework (Grant number: 2019-1-UK01-KA203-061970). In the previous special issue we presented the background to the project and the first stage of the work undertaken (a meta-synthesis of curricula, a review of developments in person-centred healthcare, and the philosophical and pedagogical principles to underpin a curriculum framework). In this follow-up special issue we are delighted to present the outputs from the next phases of this work and for the first time, present the finalised curriculum framework. The following three articles collectively describe and reflect on the methodology used to engage with key stakeholders and review existing curricula, as well as presenting the Person-centred Curriculum Framework itself. Over the past three years, we have been engaged in a pan-European collaborative effort to gain a deeper understanding of perspectives on person-centredness and how these perspectives shape our approaches to educating the future healthcare workforce. It has been argued many times that there are as many views about and perspectives on person-centredness as there are approaches to implementing person-oriented approaches to healthcare systems. It is of no surprise therefore, that when it comes to curriculum models for person-centred education, variation dominates. For those of us involved in healthcare professional education, we know there is little agreement about curriculum theories, curriculum models, or indeed curriculum content, within and between the different professions. We know that curricula are influenced by a variety of factors that are unique to different professions and disciplines; by different ontological positions, and by different constructions of knowledge and the kinds of knowledge that are relevant to each profession. All these conditions shape curriculum development and delivery, and should not be undermined in any attempt to develop multidisciplinary and interdisciplinary models of learning. A person-centred approach to curriculum development is best summed up by this quote from one of the stakeholders in the work reported in this special issue: ‘… because it helps you take that stage further, because you’re not looking at what’s the latest treatment for diabetes. It’s looking at what’s the latest treatment that would work for my diabetes or the person in front of his diabetes, rather than saying, oh, well, the evidence points to do this, do that.’