地域医療と健康教育

抽象的な

Recovery-oriented Medical Training: A Narrative Review for the University of Recovery as a New Concept of Co-learning between Patients and (Future) Healthcare Providers

Pelletier JF and Tourette-Turgis C

Recovery has undoubtedly gained traction throughout the world, and much effort is going into the transformation of mental health policies and systems to achieve recovery-oriented outcomes. There is also a growing argument that emphasizes the interconnectedness of mental and somatic health dimensions, with one dimension affecting the state of the other, and the recovery vision has thus also begun to influence chronic physical illness management. As mental and physical health integration may include colocation, by which the mental health specialist sees patients with various physical health conditions in the same primary care setting, it has been suggested that this colocation could also be conceptual and, in fact, favored by the sharing of a common and global recovery vision for a genuine holistic and person-centered approach. A rapid review of literature was performed to inform the development of a series of workshops to train psychiatry residents and medical students to recovery. Although a plethora of writings exists on ways to transform existing practices to make them more recovery-oriented, not much is known about training techniques meant to inculcate recovery values and principles within the initial training of doctors and other professionals. Through this review, we could not find any faculty of medicine-based class with official institutional credentials specifically and explicitly meant to train future professionals to recovery. The University of Recovery emerged as a new approach to training, not only on recovery, but more importantly for training in recovery. In effect, at the ‘with-no-walls’ University of Recovery, professors learn from students and conversely through a ‘flipped classes’ approach by which patients and (future) providers experiment with recovery together, for example, with inversed role plays and other small group techniques of co-learning, as discussed in this paper.