Cocreating Virtual Care Education With Patient Partners

ABSTRACT Background Virtual care is a vital component of health care delivery in Canada, particularly in geographically diverse regions. Health professions education emphasises its benefits, such as reducing barriers to care, but often fails to focus on patient experiences. The aim of this curriculum development project was to cocreate, implement and evaluate a podcast‐based educational tool to enhance virtual care competencies, grounded in patient experiences and constructivist learning theory. Approach We cocreated educational podcasts with patient partners and students using a Participatory Action Research design. Twenty‐eight patients participated between September 2022 and March 2024 through focus groups, feedback sessions and a launch event. Thematic analysis of focus group data informed the development of a five‐part podcast series, The Listen . This educational resource is grounded in constructivist learning theory and emphasises learner reflection through guided prompts. Evaluation We embedded evaluation throughout the project using formative and developmental methods. Initial feedback focus groups commended the podcasts for authenticity, tone and accessibility. Recommendations, such as adding more diverse voices and addressing mental health, shaped subsequent episodes. Feedback from a launch event ( n = 13), an online survey ( n = 13), interviews with project team members ( n = 8) and a student focus group ( n = 5) indicated strong satisfaction with the perceived effectiveness of both the codesign process and podcast content. Implication This project demonstrates the value of authentic patient engagement in curriculum design. Podcast‐based tools offer a scalable, authentic approach to teaching virtual care. Sustained collaboration, role clarity and support mechanisms are essential for meaningful codesign in health professions education.