Abstract
Consumer and community involvement (also referred to as patient and public involvement) in health-related curricula involves actively partnering with people with lived experience of health and social care systems. While health professions education has a long history of interaction with patients or consumers, a shift in the way consumer and community engage in health-related education has created novel opportunities for mutual relationships valuing lived experience expertise and shifting traditional education power relations. Drawing on a mixed methods design, we explored consumer and community involvement practices in the design and delivery of health-related education using the capability, opportunity, motivation and behaviour framework (COM-B). In our results, we describe educator capabilities, opportunities and motivations, including identifying barriers and enablers to consumer and community involvement in health-related education. Educators have varying philosophical reasons and approaches for involving consumers and community. There is a focus on augmenting student learning through inclusion of lived and living experience, and on mutual transformative learning through embedding lived experience and co-creating learning. How these philosophical positionings and motivations shape the degree by which educators involve consumers and community members in health-related curricula is important for further understanding these educational partnerships within universities.
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The data generated during this study is not available in a repository.
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All authors contributed to the design of the study. S.S and D.A completed the quantitative data analysis and reporting. E.F, J.B, J.D, N.B, M.P and G.B completed qualitative data analysis and reporting. All authors contributed to the writing of the manuscript and reviewed it prior to publication.
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Fossey, E., Bonnamy, J., Dart, J. et al. What does consumer and community involvement in health-related education look like? A mixed methods study. Adv in Health Sci Educ (2023). https://doi.org/10.1007/s10459-023-10301-3
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DOI: https://doi.org/10.1007/s10459-023-10301-3