Abstract
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.
Similar content being viewed by others
Notes
We acknowledge that all words and phrases will resonate more strongly for some than for others and that all terms have their own histories and politics. We use the term service user to denote someone who has encountered mental health services because we/they have experienced or are in recovery from significant mental health challenges, or because mental health services were imposed on us/them.
References
Agrawal, S., & Edwards, M. (2013). Upside down: The consumer as advisor to a psychiatrist. Psychiatric Services. https://doi.org/10.1176/appi.ps.640413
Agrawal, S., Capponi, P., López, J., Kidd, S., Ringsted, C., Wiljer, D., & Soklaridis, S. (2016). From surviving to advising: A novel course pairing mental health and addictions service users as advisors to senior psychiatry residents. Academic Psychiatry. https://doi.org/10.1007/s40596-016-0533-z
Agrawal, S., Kalocsai, C., Capponi, P., Kidd, S., Ringsted, C., Wiljer, D., & Soklaridis, S. (2020). “It was great to break down the walls between patient and provider”: Liminality in a co-produced advisory course for psychiatry residents. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-020-09991-w
Ahuja, A. S., & Williams, R. (2010). Telling stories: Learning from patients’ and families’ experiences of specialist child and adolescent mental health services. International Journal of Consumer Studies. https://doi.org/10.1111/j.1470-6431.2010.00904.x
Arblaster, K., Mackenzie, L., & Willis, K. (2015a). Mental health consumer participation in education: A structured literature review. Australian Occupational Therapy Journal, 62(5), 341–362. https://doi.org/10.1111/1440-1630.12205
Arblaster, K., Mackenzie, L., & Willis, K. (2015b). Service user involvement in health professional education: Is it effective in promoting recovery-oriented practice? Journal of Mental Health Training, Education and Practice,. https://doi.org/10.1108/JMHTEP-04-2015-0016
Bailey, D. (2005). Using an action research approach to involving service users in the assessment of professional competence. European Journal of Social Work. https://doi.org/10.1080/13691450500085240
Beadle, M., Needham, Y., & Dearing, M. (2012). Collaboration with service users to develop reusable learning objects: The ROOT to success. Nurse Education in Practice. https://doi.org/10.1016/j.nepr.2012.04.005
Bee, P. E., Baker, J. A., Richards, D. A., Loftus, S. J., Bailey, L., Lovell, K., Woods, P., & Cox, D. (2005). Organizing and delivering training for acute mental health services: A discussion paper. Journal of Psychiatric and Mental Health Nursing. https://doi.org/10.1111/j.1365-2850.2004.00805.x
Bell, J. S., Whitehead, P., Aslani, P., Sacker, S. & Chen, T. F. (2006). Design and implementation of an educational partnership between community pharmacists and consumer educators in mental health care. American Journal of Pharmaceutical Education. https://doi.org/10.5688/aj700228
Benbow, S. M., Taylor, L., Mustafa, N., & Morgan, K. (2011). Design, delivery and evaluation of teaching by service users and carers. Educational Gerontology. https://doi.org/10.1080/03601277.2011.559849
Bennetts, W., Pinches, A., Paluch, T., & Fossey, E. (2013). Real lives, real jobs: Sustaining consumer perspective work in the mental health sector. Advances in Mental Health. https://doi.org/10.5172/jamh.2013.11.3.313
Bennett-Weston, A., Gay, S., & Anderson, E. S. (2023). A theoretical systematic review of patient involvement in health and social care education. Advances in Health Sciences Education, 28, 279–304. https://doi.org/10.1007/s10459-022-10137-3
Beresford, P. (2002). User involvement in research and evaluation: Liberation or regulation? Social Policy and Society, 1(2), 95–105. https://doi.org/10.1017/s1474746402000222
Beresford, P., & Croft, S. (2001). Service user knowledges and the social construction of social work. Journal of Social Work, 9(3), 295–316. https://doi.org/10.1080/02615479.2012.644944
Beresford, P. (2005). Theory and practice of user involvement: making the connection with public policy and practice. In L. Lowes & I. Hulatt (Eds.), Involving service users in health and social care research. Routledge.
Billon, G., Attoe, C., Marshall-Tate, K., Riches, S., Wheildon, J., & Cross, S. (2016). Simulation training to support healthcare professionals to meet the health needs of people with intellectual disabilities. Advances in Mental Health and Intellectual Disabilities. https://doi.org/10.1108/AMHID-08-2016-0018
Blackhall, A., Schafer, T., Kent, L., & Nightingale, M. (2012). Service user involvement in nursing students’ training. Mental Health Practice. https://doi.org/10.7748/mhp2012.09.16.1.23.c9280
Bombard, Y., Baker, G. R., Orlando, E., Fancott, C., Bhatia, P., Casalino, S., Onate, K., Denis, J. L., & Pomey, M. P. (2018). Engaging patients to improve quality of care: A systematic review. Implementation Science. https://doi.org/10.1186/s13012-018-0784-z
Bonifacino, E., Ufomata, E. O., Farkas, A. H., Turner, R., & Corbelli, J. A. (2021). Mentorship of underrepresented physicians and trainees in academic medicine: A systematic review. Journal of General Internal Medicine, 36(4), 1023–1034. https://doi.org/10.1007/s11606-020-06478-7
Brown, M., & Jones, N. (2021). Service user participation within the mental health system: Deepening engagement. Psychiatric Services, 72(8), 963–965.
Burchell, G., Gordon, C., & Miller, P. (Eds.). (1991). The foucault effect: studies in governmentality with two lectures by and an interview with michel foucault. University of Chicago Press.
Byrne, D., Clarke, L., Grant, A. & McGowan, B. (2003). User involvement in curriculum and nursing practice development, The 4th Mental Health Nursing Conference, incorporating the 2nd Marion Beeforth Lecture, University of Brighton, 16 April 2003. Journal of Psychiatric and Mental Health Nursing, 10(4), 505–507. https://doi.org/10.1046/j.1365-2850.2003.00657.x
Byrne, L., Happell, B., Welch, T. & Moxham, L. J. (2013). “Things you can’t learn from books”: Teaching recovery from a lived experience perspective. International Journal of Mental Health Nursing. https://doi.org/10.1111/j.1447-0349.2012.00875.x
Byrne, L., Platania-Phung, C., Happell, B., Harris, S. & Bradshaw, J. (2014). Changing nursing student attitudes to consumer participation in mental health services: A survey study of traditional and lived experience-led education. Issues in Mental Health Nursing. https://doi.org/10.3109/01612840.2014.888604
Cabiati, E., & Raineri, M. L. (2016). Learning from service users’ involvement: A research about changing stigmatizing attitudes in social work students. Social Work Education. https://doi.org/10.1080/02615479.2016.1178225
Campbell, M., & Wilson, C. (2017). Service users’ experiences of participation in clinical psychology training. Journal of Mental Health Training, Education and Practice. https://doi.org/10.1108/JMHTEP-03-2017-0018
Chadwick, A. (2012). A dignified approach to improving the patient experience: Promoting privacy, dignity and respect through collaborative training. Nurse Education in Practice. https://doi.org/10.1016/j.nepr.2011.12.006
Chamberlin, J. (1990). The ex-patients movement: Where we’ve been and where we’re going. Journal of Mind and Behaviour, 11(3/4), 323–336.
Chambers, M., Gillard, S., Turner, K., & Borschmann, R. (2013). Evaluation of an educational practice development programme for staff working in mental health inpatient environments. Journal of Psychiatric and Mental Health Nursing. https://doi.org/10.1111/j.1365-2850.2012.01964.x
Church, K. (1995). Forbidden narratives: Critical autobiography as social science. Gordon & Breach.
Cleminson, S., & Moesby, A. (2013). Service user involvement in occupational therapy education: An evolving involvement. Journal of Mental Health Training, Education and Practice. https://doi.org/10.1108/17556221311307989
Collier, R., & Stickley, T. (2010). From service user involvement to collaboration in mental health nurse education: Developing a practical philosophy for change. Journal of Mental Health Training, Education and Practice,. https://doi.org/10.5042/jmhtep.2010.0685
Costa, L., Voronka, J., Landry, D., Reid, J., Mcfarlane, B., Reville, D., & Church, K. (2012). “Recovering our stories”: A small act of resistance. Studies in Social Justice, 6(1), 85–101.
Crenshaw, K. W. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics (pp. 139–168). University of Chicago Legal Forum.
Crenshaw, K. W. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241–1299.
Crichton, P., Carel, H., & Kidd, I. J. (2017). Epistemic injustice in psychiatry. BJPsych Bulletin, 41(2), 65–70. https://doi.org/10.1192/pb.bp.115.050682
Davidson, L. (2003). Living outside mental illness: Qualitative studies of recovery in schizophrenia. New York University Press.
de Bie, A. (2021). Teaching with madness/“mental illness” autobiographies in postsecondary education: Ethical and epistemological implications. Medical Humanities. https://doi.org/10.1136/medhum-2020-011974
di Mambro, B. J., & Doody, G. A. (2009). Service user organisations: An untapped teaching resource. Psychiatric Bulletin. https://doi.org/10.1192/pb.bp.107.019299
Dogra, N., Anderson, J., Edwards, R., & Cavendish, S. (2008). Service user perspectives about their roles in undergraduate medical training about mental health. Medical Teacher. https://doi.org/10.1080/01421590802047273
Dorozenko, K. P., Ridley, S., Martin, R., & Mahboub, L. (2016). A journey of embedding mental health lived experience in social work education. Social Work Education. https://doi.org/10.1080/02615479.2016.1214255
Dossa, P. (2006). Disability, marginality and the nation-state. Negotiating social markers of difference Fahimeh’s story. Disability and Society, 21(4), 345–358. https://doi.org/10.1080/09687590600680111
Dotson, K. (2011). Tracking epistemic violence, tracking practices of silencing. Hypatia, 26(2), 236–257.
Fallon, D., Warne, T., McAndrew, S., & McLaughlin, H. (2012). An adult education: Learning and understanding what young service users and carers really, really want in terms of their mental well being. Nurse Education Today. https://doi.org/10.1016/j.nedt.2011.06.002
Faulkner, A. (2017). Survivor research and Mad Studies: The role and value of experiential knowledge in mental health research. Disability & Society. https://doi.org/10.1080/09687599.2017.1302320
Felton, A., & Stickley, T. (2004). Pedagogy, power and service user involvement. Journal of Psychiatric and Mental Health Nursing. https://doi.org/10.1111/j.1365-2850.2004.00693.x
Ferguson, G., Abi-Jaoude, A., Johnson, A., Saikaly, R., Woldemichael, B., Maharaj, A., Soklaridis, S., Nirula, L., Hasan, M., & Wiljer, D. (2018). Collaborating with families: Exploring family member and health care provider perspectives on engaging families within medical education. Academic Psychiatry. https://doi.org/10.1007/s40596-017-0878-y
Fokuo, J. K., Goldrick, V., Rossetti, J., Wahlstrom, C., Kocurek, C., Larson, J., & Corrigan, P. (2017). Decreasing the stigma of mental illness through a student-nurse mentoring program: A qualitative study. Community Mental Health Journal. https://doi.org/10.1007/s10597-016-0016-4
Forrest, S., Risk, I., Masters, H., & Brown, N. (2000). Mental health service user involvement in nurse education: Exploring the issues. Journal of Psychiatric and Mental Health Nursing. https://doi.org/10.1046/j.1365-2850.2000.00262.x
Foucault, M. (1965). Madness and civilization: A history of insanity in the age of reason [translated by Howard, R.]. Pantheon Books.
Fox, J. (2011). The view from inside: Understanding service user involvement in health and social care education. Disability and Society. https://doi.org/10.1080/09687599.2011.544057
Fox, J. (2016). Being a service user and a social work academic: Balancing expert identities. Social Work Education. https://doi.org/10.1080/02615479.2016.1227315
Fricker, M. (2013). Epistemic justice as a condition of political freedom? Synthese, 190(7), 1317–1332. https://doi.org/10.1007/s11229-012-0227-3
Frisby, R. (2001). User involvement in mental health branch education: Client review presentations. Nurse Education Today, 21(8), 663–669. https://doi.org/10.1054/nedt.2001.0669
Gibson, A., Britten, N., & Lynch, J. (2012). Theoretical directions for an emancipatory concept of patient and public involvement. Health, 16(5), 531–547. https://doi.org/10.1177/1363459312438563
Gordon, S., & O’Brien, A. J. (2018). Co-production: Power, problems and possibilities. International Journal of Mental Health Nursing, 27(4), 1201–1203. https://doi.org/10.1111/inm.12504
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
Greenhalgh, T., & Wieringa, S. (2011). Is it time to drop the “knowledge translation” metaphor? A critical literature review. Journal of the Royal Society of Medicine, 104(12), 501–509. https://doi.org/10.1258/jrsm.2011.110
Greenhalgh, T., Jackson, C., Shaw, S., & Janamian, T. (2016). Achieving research impact through co-creation in community-based health services: Literature review and case study. Milbank Quarterly, 94(2), 392–429. https://doi.org/10.1111/1468-0009.12197
Greenhalgh, T., Hinton, L., Finlay, T., Macfarlane, A., Fahy, N., Clyde, B., & Chant, A. (2019). Frameworks for supporting patient and public involvement in research: Systematic review and co-design pilot. Health Expectations, 22(4), 785–801. https://doi.org/10.1111/hex.12888
Groot, B., Haveman, A., & Abma, T. (2020). Relational, ethically sound co-production in mental health care research: Epistemic injustice and the need for an ethics of care. Critical Public Health. https://doi.org/10.1080/09581596.2020.1770694
Hanson, B., & Mitchell, D. P. (2001). Involving mental health service users in the classroom: A course of preparation. Nurse Education in Practice. https://doi.org/10.1054/nepr.2001.0026
Happell, B., Byrne, L., McAllister, M., Lampshire, D., Roper, C., Gaskin, C. J., Martin, G., Wynaden, D., McKenna, B., Lakeman, R., Platania-Phung, C., & Hamer, H. (2014). Consumer involvement in the tertiary-level education of mental health professionals: A systematic review. International Journal of Mental Health Nursing, 23(1), 3–16. https://doi.org/10.1111/inm.12021
Hemmings, C. (2005). Telling feminist stories. Feminist Theory, 6(2), 115–139. https://doi.org/10.1177/1464700105053690
Higgins, A., Maguire, G., Watts, M., Creaner, M., McCann, E., Rani, S., & Alexander, J. (2011). Service user involvement in mental health practitioner education in Ireland. Journal of Psychiatric and Mental Health Nursing. https://doi.org/10.1111/j.1365-2850.2011.01698.x
Jones, N. & Brown, R. L. (2013). The Absence of Psychiatric C/S/X Perspectives in Academic Discourse: Consequences and Implications. Disability Studies Quarterly, 33(1). https://dsq-sds.org/article/view/3433/3198
Kalathil, J., & Jones, N. (2016). Unsettling disciplines: Madness, identity, research, knowledge. Philosophy, Psychiatry, & Psychology, 23(3/4), 183–188.
Kemp, P. (2010). The creative involvement of service users in the classroom. In J. Weinstein (Ed.), mental health, service user involvement and recovery. Jessica Kingsley Publishers.
Kenny, J., Asquith, I., Guss, R., Field, E., Slade, L., Bone, A., Oliver, K., Jones, M., Ryan, C., Brooks, M., & Norris, C. (2016). Facilitating an evolving service user involvement group for people with dementia: What can we learn? Journal of Mental Health Training, Education and Practice,. https://doi.org/10.1108/JMHTEP-09-2015-0046
Kirkegaard, S., & Andersen, D. (2018). Co-production in community mental health services: Blurred boundaries or a game of pretend? Sociology of Health and Illness, 40(5), 828–842. https://doi.org/10.1111/1467-9566.12722
Kirkness, V. J., & Barnhardt, R. (1991). First Nations and higher education: The Four R’s – respect, relevance, reciprocity, responsibility. Journal of American Indian Education, 30, 1–15.
Lea, L., Holttum, S., Cooke, A. & Riley, L. (2016). Aims for service user involvement in mental health training: staying human. Journal of Mental Health Training, Education and Practice. https://doi.org/10.1108/JMHTEP-01-2016-0008
LeFrançois, B., Menzies, R., & Reaume, G. (2013). Mad matters: A critical reader in canadian mad studies. Canadian Scholars’ Press.
Maccallum, E. J. (2002). Othering and psychiatric nursing. Journal of Psychiatric and Mental Health Nursing, 9(1), 87–94. https://doi.org/10.1046/j.1351-0126.2001.00449.x
Madden, M., & Speed, E. (2017). Beware zombies and unicorns: Toward critical patient and public involvement in health research in a neoliberal context. Frontiers in Sociology. https://doi.org/10.3389/fsoc.2017.00007
Maher, B., Bell, L., Rivers-Downing, N., & Jenkins, C. (2017). How a service-user educator can provide insight into the recovery experience. Mental Health Practice. https://doi.org/10.7748/mhp.2017.e1162
Manning, J. C., Latif, A., Carter, T., Cooper, J., Horsley, A., Armstrong, M., & Wharrad, H. (2015). “Our care through our eyes”: A mixed-methods, evaluative study of a service-user, co-produced education programme to improve inpatient care of children and young people admitted following self-harm. British Medical Journal Open. https://doi.org/10.1136/bmjopen-2015-009680
Manning, J. C., Carter, T., Latif, A., Horsley, A., Cooper, J., Armstrong, M., Crew, J., Wood, D., Callaghan, P., & Wharrad, H. (2017). “Our Care through Our Eyes”. Impact of a co-produced digital educational programme on nurses’ knowledge, confidence and attitudes in providing care for children and young people who have self-harmed: A mixed-methods study in the UK. BMJ Open. https://doi.org/10.1136/bmjopen-2016-014750
Masters, H., & Forrest, S. (2010). How did I do? An analysis of service user feedback on mental health student nurses’ practice in acute inpatient mental health placements. Journal of Mental Health Training, Education and Practice,. https://doi.org/10.5042/jmhtep.2010.0215
Masters, H., Forrest, S., Harley, A., Hunter, M., Brown, N., & Risk, I. (2002). Involving mental health service users and carers in curriculum development: Moving beyond “classroom” involvement. Journal of Psychiatric and Mental Health Nursing. https://doi.org/10.1046/j.1365-2850.2002.00493.x
McCusker, P., MacIntyre, G., Stewart, A., & Jackson, J. (2012). Evaluating the effectiveness of service user and carer involvement in post qualifying mental health social work education in Scotland: Challenges and opportunities. Journal of Mental Health Training, Education and Practice,. https://doi.org/10.1108/17556221211269956
McIntosh, G. L. (2018). Exploration of the perceived impact of carer involvement in mental health nurse education: Values, attitudes and making a difference. Nurse Education in Practice, 29, 172–178. https://doi.org/10.1016/j.nepr.2018.01.009
Medina, J. (2013). The epistemology of resistance: Gender and racial oppression, epistemic injustice, and the social imagination. Oxford University Press.
Meeks, L. M. (2020). Global commitments to disability inclusion in health professions. The Lancet, 395, 852–853. https://doi.org/10.1080/09687599.2019.1647149
Meeks, L. M., & Moreland, C. (2021). How should we build disability-inclusive medical school admissions? AMA Journal of Ethics, 23(12), 987–994.
Ng, S. L., Kinsella, E. A., Friesen, F., & Hodges, B. (2015). Reclaiming a theoretical orientation to reflection in medical education research: A critical narrative review. Medical Education, 49(5), 461–475. https://doi.org/10.1111/medu.12680
O’Reilly, C. L., Bell, J. S., & Chen, T. F. (2010). Consumer-led mental health education for pharmacy students. American Journal of Pharmaceutical Education. https://doi.org/10.5688/aj7409167
Obi-Udeaja, J., Crosby, K., & Ryan, G. (2017). Involving service users in teaching healthcare professionals about physical restraint. Mental Health Practice. https://doi.org/10.7748/mhp.2017.e1238
Paton, M., Naidu, T., Wyatt, T. R., Oni, O., Lorello, G. R., Najeeb, U., Feilchenfeld, Z., Waterman, S. J., Whitehead, C. R., & Kuper, A. (2020a). Dismantling the master’s house: New ways of knowing for equity and social justice in health professions education. Advances in Health Sciences Education, 25(5), 1107–1126. https://doi.org/10.1007/s10459-020-10006-x
Paton, M., Kuper, A., Paradis, E., Feilchenfeld, Z., & Whitehead, C. R. (2020b). Tackling the void: The importance of addressing absences in the field of health professions education research. Advances in Health Sciences Education, 26(1), 5–18. https://doi.org/10.1007/s10459-020-09966-x
Paulson, R. I. (1991). Professional training for consumers and family members: One road to empowerment. Psychosocial Rehabilitation Journal. https://doi.org/10.1037/h0099430
Poole, J. (2011). Behind the rhetoric: Mental health recovery in Ontario. Fernwood Publishing.
Prytherch, H., Lea, L., & Richardson, M. (2018). Mentoring trainee psychologists: learning from lived experience. Journal of Mental Health Training, Education and Practice,. https://doi.org/10.1108/JMHTEP-08-2017-0050
Race, D., Boxall, K., & Carson, I. (2005). Towards a dialogue for practice: Reconciling social role valorization and the social model of disability. Disability and Society, 20(5), 507–521. https://doi.org/10.1080/09687590500156196
Reaume, G. (2002). Lunatic to patient to person: Nomenclature of psychiatric history and the influence of patients’ activism in North America. International Journal of Law and Psychiatry, 25, 405–426.
Reid, J., & Poole, J. (2013). Mad students in the social work classroom? Notes from the beginnings of an inquiry. Journal of Progressive Human Services. https://doi.org/10.1080/10428232.2013.835185
Renedo, A., & Marston, C. (2015). Developing patient-centred care: An ethnographic study of patient perceptions and influence on quality improvement. BMC Health Services Research. https://doi.org/10.1186/s12913-015-0770-y
Repper, J., & Breeze, J. (2007). User and carer involvement in the training and education of health professionals: A review of the literature. International Journal of Nursing Studies, 44(3), 511–519. https://doi.org/10.1016/j.ijnurstu.2006.05.013
Roberts, S., Collier, R., Shaw, B., & Cook, J. (2007). Making waves in nurse education: The PINE project. In T. Stickley & T. Basset (Eds.), Teaching mental health. John Wiley & Sons.
Roper, C., & Happell, B. (2007). Reflection without shame – reflection without blame: Towards a more collaborative understanding between mental health consumers and nurses. Journal of Psychiatric and Mental Health Nursing. https://doi.org/10.1111/j.1365-2850.2007.01047.x
Rose, D. (2017). Service user/survivor-led research in mental health: Epistemological possibilities. Disability and Society, 32(6), 773–789. https://doi.org/10.1080/09687599.2017.1320270
Rose, D., & Kalathil, J. (2019). Power, privilege and knowledge: The untenable promise of co-production in mental “health.” Frontiers in Sociology. https://doi.org/10.3389/fsoc.2019.00057
Rouse, J., & Torney, L. K. (2014). Service user and carer involvement in pre-registration student selection. Nursing Standard, 28(50), 37–44. https://doi.org/10.7748/ns.28.50.37.e7989
Rowland, P., Anderson, M., Kumagai, A. K., & McMillan, S. (2018). Patient involvement in health professionals’ education: A meta-narrative review. Advances in Health Sciences Education, 24, 595–617. https://doi.org/10.1007/s10459-018-9857-7
Rowland, P., MacKinnon, K. R., & McNaughton, N. (2021). Patient involvement in medical education: To what problem is engagement the solution? Medical Education, 55(1), 37–44. https://doi.org/10.1111/medu.14200
Rush, B. (2008). Mental health service user involvement in nurse education: A catalyst for transformative learning. Journal of Mental Health. https://doi.org/10.1080/09638230802053383
Rush, B., & Barker, J. H. (2006). Involving mental health service users in nurse education through enquiry-based learning. Nurse Education in Practice. https://doi.org/10.1016/j.nepr.2006.02.002
Russo, J. (2023). Psychiatrization, assertions of epistemic justice, and the question of agency. Frontiers in Sociology, 8, 1092298. https://doi.org/10.3389/fsoc.2023.1092298
Sapouna, L. (2020). Service-user narratives in social work education; Co-production or co-option? Social Work Education, 40(4), 505–521. https://doi.org/10.1080/02615479.2020.1730316
Schneebeli, C., O’Brien, A., Lampshire, D., & Hamer, H. P. (2010). Service user involvement in undergraduate mental health nursing in New Zealand. International Journal of Mental Health Nursing. https://doi.org/10.1111/j.1447-0349.2009.00642.x
Sharma, M. (2018). “Can the patient speak?”: Postcolonialism and patient involvement in undergraduate and postgraduate medical education. Medical Education, 52(5), 471–479. https://doi.org/10.1111/medu.13501
Shenoy, S. (2011). Staff perceptions of a play performed by service users. Mental Health Practice. https://doi.org/10.7748/mhp2011.07.14.10.30.c8578
Simons, L., Tee, S., Lathlean, J., Burgess, A., Herbert, L., & Gibson, C. (2007). A socially inclusive approach to user participation in higher education. Journal of Advanced Nursing. https://doi.org/10.1111/j.1365-2648.2007.04216.x
Simpson, A. (2006). Involving service users and carers in the education of mental health nurses. Mental Health Practice. https://doi.org/10.7748/mhp2006.12.10.4.20.c7864
Slay, J., & Stephens, L. (2013). Co-production in mental health: A literature review. London: New Economics Foundation.
Soklaridis, S., de Bie, A., Cooper, R. B., McCullough, K., McGovern, B., Beder, M., Bellisimo, G., Gordon, T., Berkhout, S., Fefergrad, M., Johnson, A., Kalocsai, C., Kidd, S., McNaughton, N., Ringsted, C., Wiljer, D., & Agrawal, S. (2020). Co-producing psychiatric education with service user educators: A collective autobiographical case study of the meaning, Ethics, and importance of payment. Academic Psychiatry, 44(2), 159–167. https://doi.org/10.1007/s40596-019-01160-5
Soklaridis, S., Cooper, R., & de Bie, A. (2021). “Time is a great teacher, but unfortunately it kills all its pupils:” Insights from psychiatric service user engagement. Journal of Continuing Education in the Health Professions, 41(4), 263–267. https://doi.org/10.1097/CEH.0000000000000390
Sowers, W., & Marin, R. (2014). A community engaged curriculum for public service psychiatry fellowship training. Community Mental Health Journal. https://doi.org/10.1007/s10597-012-9587-x
Speers, J., & Lathlean, J. (2015). Service user involvement in giving mental health students feedback on placement: A participatory action research study. Nurse Education Today. https://doi.org/10.1016/j.nedt.2015.07.004
Speers, J. (2008). Service user involvement in the assessment of a practice competency in mental health nursing: Stakeholders’ views and recommendations. Nurse Education in Practice. https://doi.org/10.1016/j.nepr.2007.04.002
Stacey, G., & Pearson, M. (2018). Exploring the influence of feedback given by people with lived experience of mental distress on learning for preregistration mental health students. Journal of Psychiatric and Mental Health Nursing. https://doi.org/10.1111/jpm.12465
Stacey, G., Oxley, R., & Aubeeluck, A. (2015). Combining lived experience with the facilitation of enquiry-based learning: A “trigger” for transformative learning. Journal of Psychiatric and Mental Health Nursing. https://doi.org/10.1111/jpm.12228
Stergiopoulos, E., Fernando, O., & Martimianakis, M. A. (2018). “Being on both sides”: Canadian medical students’ experiences with disability, the hidden curriculum, and professional identity construction. Academic Medicine, 93(10), 1550–1559. https://doi.org/10.1097/ACM.0000000000002300
Stickley, T., Stacey, G., Pollock, K., Smith, A., Betinis, J., & Fairbank, S. (2010). The practice assessment of student nurses by people who use mental health services. Nurse Education Today. https://doi.org/10.1016/j.nedt.2009.05.019
Stomski, N. J., & Morrison, P. (2017). Participation in mental healthcare: A qualitative meta-synthesis. International Journal of Mental Health Systems. https://doi.org/10.1186/s13033-017-0174-y
Terry, J. (2012). Service user involvement in pre-registration mental health nurse education classroom settings: A review of the literature. Journal of Psychiatric and Mental Health Nursing. https://doi.org/10.1111/j.1365-2850.2011.01858.x
Terry, J., Raithby, M., Cutter, J., & Murphy, F. (2015). A menu for learning: A World Café approach for user involvement and inter-professional learning on mental health. Social Work Education. https://doi.org/10.1080/02615479.2015.1031651
Tew, J., Holley, T., & Caplen, P. (2012). Dialogue and challenge: Involving service users and carers in small group learning with social work and nursing students. Social Work Education. https://doi.org/10.1080/02615479.2011.557429
Thornicroft, G. (2003). Shunned: Discrimination against People with Mental Illness. Oxford University Press.
Towle, A., Bainbridge, L., Godolphin, W., Katz, A., Kline, C., Lown, B., Madularu, I., Solomon, P., & Thistlethwaite, J. (2010). Active patient involvement in the education of health professionals. Medical Education, 44(1), 64–74. https://doi.org/10.1111/j.1365-2923.2009.03530.x
Townend, M., Tew, J., Grant, A., & Repper, J. (2008). Involvement of service users in education and training: A review of the literature and exploration of the implications for the education and training of psychological therapists. Journal of Mental Health. https://doi.org/10.1080/09638230701529715
Tseris, E. (2019). When “participation” is not enough: Social justice practices in mental health and psychiatric hegemony. In K. Freebody, S. Goodwin, & H. Proctor (Eds.), higher education, pedagogy and social justice: Politics and practice. Palgrave Macmillan.
Unwin, P. F., Rooney, J. M., Osborne, N., & Cole, C. (2017). Are perceptions of disability changed by involving service users and carers in qualifying health and social work training? Disability and Society. https://doi.org/10.1080/09687599.2017.1322498
Vinson, A. H. (2016). “Constrained collaboration”: Patient empowerment discourse as resource for countervailing power. Sociology of Health and Illness, 38(8), 1364–1378. https://doi.org/10.1111/1467-9566.12480
Voronka, J. & Costa, L. (2019). Special theme issue VI: Disordering social inclusion: Ethics, critiques, collaborations, futurities. Journal of Ethics in Mental Health. Retrieved from https://jemh.ca/issues/v9/theme6.html
Voronka, J., & Grant, J. (2021). Service user storytelling in social work education: Goals, constraints, strategies, and risks. Social Work Education. https://doi.org/10.1080/02615479.2021.1908251
Walsh, S. (2016). Learning from stories of mental distress in occupational therapy education. Journal of Mental Health Training, Education and Practice,. https://doi.org/10.1108/JMHTEP-02-2016-0010
Wood, J., & Wilson-Barnett, J. (1999). The influence of user involvement on the learning of mental health nursing students. Journal of Research in Nursing. https://doi.org/10.1177/136140969900400403
Zaidi, Z., Partman, I. M., Whitehead, C. R., Kuper, A., & Wyatt, T. R. (2021). Contending with our racial Past in medical education: A Foucauldian perspective. Teaching and Learning in Medicine, 33(4), 453–462. https://doi.org/10.1080/10401334.2021.1945929
Acknowledgements
The authors would like to thank Stella Ng for her methodological guidance; Brenda McGovern, Tucker Gordon and Sean Kidd for their contributions at the start of our project; Mushfika Choudhury and Oshan Fernando for their assistance screening articles; and Hema Zbogar for copyediting our manuscript. We also acknowledge CAMH Education and Sunnybrook Foundation for supporting the service user educator team members. Sacha Agrawal is supported in part by an Academic Scholar Award from the Department of Psychiatry, University of Toronto.
Author information
Authors and Affiliations
Contributions
The two first authors, CK and SA, drafted the manuscript. All authors contributed to the conceptualization of the study. TR conducted the literature search; CK and LdB developed the analytical framework; and all authors performed literature screening, analysis and draft revisions. All authors read and approved the final manuscript.
Corresponding author
Ethics declarations
Conflict of interest
The authors do not have any competing interests.
Ethical approval
Not applicable.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Sacha Agrawal is co-first author.
Kim McCullough is co-last author.
Appendices
Appendix
Appendix 1: search strategy
Database: Ovid MEDLINE(R) < 1946 to September Week 2 2018 >
-
1.
(co-produc* or coproduc*).mp. (2711)
-
2.
(co-design* or codesign*).mp. (268)
-
3.
(co-creat* or cocreat*).mp. (430)
-
4.
(collaborat* adj2 methodol*).mp. (199)
-
5.
((patient* or client* or service user* or consumer* or survivor* or informant* or lived experience* or research subject* or family or families or peer*) adj2 (educat* or teach* or moderat* or facilitat* or participa* or involv* or instruct* or navigat* or advisor*)).mp. (225794)
-
6.
((collaborat* or participatory) adj2 research*).mp. (10404)
-
7.
((community-based or experience-based) adj2 research*).mp. (4898)
-
8.
((patient* or client* or service user* or consumer* or survivor* or informant* or lived experience* or research subject* or family or families or peer*) adj2 active* adj2 (involve* or collaborar* or participa*)).mp. (506)
-
9.
((patient* or client* or service user* or consumer* or survivor* or informant* or lived experience* or research subject* or family or families or peer* or communit*) adj2 engag*).mp. (8668)
-
10.
((patient* or client* or service user* or consumer* or survivor* or informant* or lived experience* or research subject* or family or families or peer* or communit*) adj led).mp. (2203)
-
11.
((user*-centred or user*-centered or patient*-centred or patient*-centered or client-centered or client-centred or experience-based or lived experience*) adj2 (partnership* or research* or collaborat* or education)).mp. (871)
-
12.
patient participation/ (22879)
-
13.
community participation/ (15905)
-
14.
or/1-13 [co-production concept] (261369)
-
15.
((health or healthcare) adj2 (profession* or work*) adj3 (educat* or train* or course* or class* or workshop* or module* or curricul* or program* or student* or graduat* or accreditat* or qualification*)).mp. (14543)
-
16.
((psychiatry or psychiatrist*) adj3 (educat* or train* or course* or class* or workshop* or module* or curricul* or program* or student* or graduat* or accreditat* or qualification* or resident* or residency or residencies or intern*)).mp. (4661)
-
17.
((psychology or psychologist*) adj3 (educat* or train* or course* or class* or workshop* or module* or curricul* or program* or student* or graduat* or accreditat* or qualification* or resident* or residency or residencies or intern*)).mp. (5129)
-
18.
(psycholog* adj3 (educat* or train* or course* or class* or workshop* or module* or curricul* or program* or student* or graduat* or accreditat* or qualification* or resident* or residency or residencies or intern*)).mp. (8954)
-
19.
(medical adj3 (educat* or train* or course* or class* or workshop* or module* or curricul* or program* or student* or graduat* or accreditat* or qualification* or resident* or residency or residencies or intern*)).mp. (181202)
-
20.
((physician* or doctor*) adj3 (educat* or train* or course* or class* or workshop* or module* or curricul* or program* or student* or graduat* or accreditat* or qualification* or resident* or residency or residencies or intern*)).mp. (32199)
-
21.
((nurse* or nursing) adj3 (educat* or train* or course* or class* or workshop* or module* or curricul* or program* or student* or graduat* or accreditat* or qualification* or intern* or placement* or co-op or co-ops or coop or coops)).mp. (115150)
-
22.
(social work* adj3 (educat* or train* or course* or class* or workshop* or module* or curricul* or program* or student* or graduat* or accreditat* or qualification* or intern* or placement* or co-op or co-ops or coop or coops)).mp. (1410)
-
23.
(occupational therap* adj3 (educat* or train* or course* or class* or workshop* or module* or curricul* or program* or student* or graduat* or accreditat* or qualification* or intern* or placement* or co-op or co-ops or coop or coops)).mp. (1471)
-
24.
((addict* or substance*) adj2 (counsel* or worker*) adj3 (educat* or train* or course* or class* or workshop* or module* or curricul* or program* or student* or graduat* or accreditat* or qualification*)).mp. (34)
-
25.
(mental* adj2 (profession* or work*) adj3 (educat* or train* or course* or class* or workshop* or module* or curricul* or program* or student* or graduat* or accreditat* or qualification*)).mp. (610)
-
26.
((pharmacy or pharmacist*) adj3 (educat* or train* or course* or class* or workshop* or module* or curricul* or program* or student* or graduat* or accreditat* or qualification*)).mp. (10505)
-
27.
education, medical/ or education, medical, continuing/ or education, medical, graduate/ or “internship and residency”/ or education, medical, undergraduate/ or teaching rounds/ or exp education, nursing/ or exp education, pharmacy/ (236920)
-
28.
or/15-27 [healthcare education] (364915)
-
29.
((mental* or psychiatr*) adj3 (health or ill* or diagnos* or disorder* or condition* or challenge* or issue* or disabilit*)).mp. (330572)
-
30.
((substance* or drug* or alcohol* or tobacco or nicotine or cannabis or marijuana or opioid* or opiate* or heroin or cocaine) adj1 (“use” or misus* or abus* or addict* or depend*)).mp. (206679)
-
31.
stigma*.mp. (26078)
-
32.
trauma*.mp. (336499)
-
33.
(recovery or recoveries).mp. (401979)
-
34.
(posttraumatic or post-traumatic or PTSD).mp. (60490)
-
35.
depressi*.mp. (371340)
-
36.
bipolar.mp. (64863)
-
37.
anxiety disorder*.mp. (42101)
-
38.
(obsessive compulsive or OCD).mp. (18302)
-
39.
borderline personalit*.mp. (7253)
-
40.
schizophreni*.mp. (125255)
-
41.
(schizoaffective or schizo-affective).mp. (5010)
-
42.
(psychosis or psychotic or psychoses).mp. (76817)
-
43.
exp mental disorders/ (1134218)
-
44.
exp substance-related disorders/ (260055)
-
45.
or/29-44 [MH or A] (2197400)
-
46.
14 and 28 and 45 (2330)
***************************
Appendix 2: Extraction sheet template
Article overview |
---|
What type of article is this (e.g., program evaluation, research study, commentary or review)? |
What is the stated purpose of the article, if available? |
How were service users credited in the work (e.g., as authors or acknowledged at the end of the article)? |
If service users appear among authors, where are they named in the order (first author, second, last author, etc.)? |
Health professions education program |
What is the name of the education program, if available? |
Which area of health professions is it in? |
In which country did the work take place? |
How is it embedded in the curriculum (mandatory/elective education; in classroom/hospital/ community)? |
How long is the program (number of classes/meetings, number of hours, duration of the program)? |
How is education provided? (lectures, workshops, online modules, informal meetings, small group discussions, etc.) |
Who are the learners in the program? (undergraduate/postgraduate students or health care professionals undertaking continued professional training or faculty development) |
Who are involved as service users in the program? (service useres with lived experience of mental health challenges, learning disabilities, substance use challenges, intellectual and developmental disability, dementia, etc.) |
How many service users are involved? |
How are service users recruited? |
How are service users involved (in curriculum development, delivery, evaluation, assessment, etc.)? |
How are service users compensated? |
Who facilitates or directs the program? |
What do the program creators hope to do for the learners? |
What is the program content (briefly described)? |
How is service user knowledge conveyed? |
What do service users focus on? |
What does the program achieve? And how are the outcomes determined? (e.g., authors’ or program leads’ reflections, program evaluation, research) |
Study details |
How do the authors describe the research paradigm of the study (e.g., positivism, post-positivism, constructivism, interpretivism, critical theory)? |
What theoretical approach do the authors rely on to make sense of the data? |
What is the stated research question? |
How do the authors describe the research design (e.g., qualitative/quantitative; exploratory, evaluation, conceptual, pilot, randomized control trial study)? |
How are service users involved in the research? |
Who are the study participants and how many are there (learners, service users, program directors/facilitators)? |
What methods are used to collect data (e.g., interviews, surveys, observations, questionnaires, focus groups)? |
How do the authors analyze the data? |
What are the main findings of the study? Or what are the main themes/arguments/points that are put forward? |
What limitations are acknowledged? |
Discussion of power |
How do the authors explicitly or implicitly name/define/understand power? What language/words/terms do they use to describe power relations? (e.g., inequity, privilege, oppression, intersectionality, power) |
What theory is used to describe power relations, if any? What theory/theorist is used to describe power relations, if any? |
Why do the authors think addressing power is important? |
Whose interactions/relations are described through power? |
How do the authors describe the influence/impact that power relations have? (e.g., power in research/in the program/in the wider contexts/structures/discourses. What does power produce? Do they discuss resistance or other challenges?) |
What modifications or changes do the authors propose to mitigate or respond to power relations? |
Supplemental information |
What do the authors find to be the most significant implication/recommendation of their work? |
Please flag this article if you think it is so important that everyone should read it |
Please flag this article if this extraction rubric does not adequately capture its essence |
Please flag this article if you think it does not meet eligibility criteria and should be excluded |
Do you have any additional comments? |
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Kalocsai, C., Agrawal, S., de Bie, L. et al. Power to the people? A co-produced critical review of service user involvement in mental health professions education. Adv in Health Sci Educ 29, 273–300 (2024). https://doi.org/10.1007/s10459-023-10240-z
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10459-023-10240-z