Background Patient involvement in psychiatry education is required by policy and has many benefits for students. Little research has focused on the impact on expert patients (EPs). Objective This study aimed to explore the impact of involvement in psychiatry education on mental health patients. Design A qualitative descriptive study using semistructured interviews was conducted in a psychiatry teaching unit in the East Midlands, UK. A purposive sample of 20 EPs involved in teaching was interviewed about the social and psychological impacts of involvement. Transcripts were analysed thematically and a coding scheme was developed. Results Five themes were identified: shaping the doctors of the future—something worthwhile, challenging assumptions about mental health, recovery and transformation, vulnerability and support and expertise and power. Conclusion These EPs benefitted from their experience of teaching. Involvement in psychiatry teaching may require putting oneself in a vulnerable position, but a supportive and open faculty team may mitigate this challenge. The Expert Patient Programme was seen as a way of helping to reduce the power difference between patients and doctors in the future. There is a need to examine the language that we use to talk about patient involvement as this may have implications for this power dynamic. The context and mechanisms that lead to the benefits described by participants should be studied so that these benefits may be generalized to other contexts. Patient Contribution An EP was involved in the planning and ethical approval application process of the project and the drafting and approval of this manuscript.

This article discusses the practice‐based teaching strategies required to assist students to develop interprofessional working capability. A role‐play session is presented as an exemplar, but the teaching strategies described can be equally employed in facilitating reflections on practice in real‐life multiprofessional teams.

The breadth of topics that are covered in biology classes, whether in high school or introductory college courses, is vast. Few individuals, whether beginning or seasoned teachers, are content experts in such wide-ranging disciplines as molecular biology, plant physiology, and terrestrial ecology. Science teacher training tends to focus on pedagogy and classroom management, assuming content knowledge without providing resources to engage students in experimentation. The researcher or college professor, who is an expert in their particular field, may be uncomfortable teaching a general biology class to nonmajors or being part of an outreach program to teachers or precollege students. Designing and teaching lab courses that address such a diversity of disciplines can be a daunting, frustrating, and time-intensive experience. Conferences, workshops, and websites, journals, and other publications are standard sources of ideas and information, but the best sources are usually colleagues with a depth of discipline-specific background knowledge and a suite of tried-and-true lab explorations in hand. In lieu of a personal advisory panel for lab development, A Sourcebook for the Biological Sciences is the next best thing! The third edition of the book spans the gamut of biological disciplines, was written by experienced educators, and provides detailed background information and clearly written step-by-step instructions for the preparation and execution of thoroughly tested demonstrations, experiments, and long-term projects. We have found it to be an invaluable resource for information and lab experiences used successfully in high school and college courses, as well as teacher professional development programs.