Meaningful service user involvement in health professions education requires integrating knowledge held by "lay" people affected by health challenges into professional theories and practices. Involving service users redefines whose knowledge "counts" and implies a shift in power. Such a shift is especially significant in the mental health field, where power imbalances between health professionals and service users are magnified. However, reviews of the literature on service user involvement in mental health professional education do little to explore how power manifests in this work. Meanwhile critical and Mad studies scholars have highlighted that without real shifts in power, inclusion practices can lead to harmful consequences. We conducted a critical review to explore how power is addressed in the literature that describes service user involvement in mental health professions education. Our team used a co-produced approach and critical theories to identify how power implicitly and explicitly operates in this work to unearth the inequities and power structures that service user involvement may inadvertently perpetuate. We demonstrate that power permeates service user involvement in mental health professional education but is rarely made visible. We also argue that by missing the opportunity to locate power, the literature contributes to a series of epistemic injustices that reveal the contours of legitimate knowledge in mental health professions education and its neoliberal underpinnings. Ultimately, we call for a critical turn that foregrounds power relations to unlock the social justice-oriented transformative potential of service user involvement in mental health professions education and health professions education more broadly.

中文翻译：

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权力给人民？共同制作了对服务用户参与心理健康专业教育的批判性评论。

有意义的服务用户参与卫生专业教育需要将受健康挑战影响的“非专业”人士掌握的知识整合到专业理论和实践中。让服务使用者参与重新定义谁的知识“重要”并意味着权力的转移。这种转变在心理健康领域尤其重要，在这个领域，卫生专业人员和服务使用者之间的权力失衡被放大了。然而，对服务使用者参与心理健康专业教育的文献综述对探索这项工作中权力的体现作用甚微。与此同时，批判性和疯狂研究学者强调，如果权力没有真正的转移，包容性做法会导致有害后果。我们进行了一项批判性审查，以探索描述服务用户参与心理健康专业教育的文献中如何解决权力问题。我们的团队使用共同制作的方法和批判性理论来确定权力如何在这项工作中隐含和明确地运作，以挖掘服务用户参与可能无意中延续的不平等和权力结构。我们证明，权力渗透到服务用户参与心理健康专业教育中，但很少被人看到。我们还认为，由于错过了定位权力的机会，文献导致了一系列认知上的不公正，这些不公正揭示了心理健康专业教育中合法知识的轮廓及其新自由主义基础。最终，