Abstract

Advanced practice roles are becoming increasingly visible across health and care systems. Typically, these roles are held by experienced, registered professionals who have undertaken additional post-qualifying education to develop clinical, leadership, research and education capabilities, often referred to as the four pillars of advanced practice. This paper explores how the development of advanced practice education capabilities can and should promote approaches to learning with, for and from patients. For decades, there have been calls to embed patient-centred education into health professions' training. This paper suggests that learning about patient-centredness is not confined to traditional classroom-based teaching but can be integrated into practice-based aspects of advanced practice development, where workplace supervisors have the potential to be powerful role models. The paper is written from the perspectives of a university educator and a patient, who draw on their own experiences of teaching together in a United Kingdom university master's level advanced practice programme. They set out the case for incorporating teaching with a focus on learning with, for and from patients in health professions' education and propose that this learning is enriched when educators codesign and deliver healthcare education with people who have lived experience of health conditions and of navigating health services.