Coproduction, Coeducation, and Patient Involvement: Everyone Included Framework for Medical Education Across Age Groups and Cultures

Abstract

Medical education, research, and health care practice continue to grow with minimal coproduction guidance. We suggest the Commons Principle approach to medical education as modeled by Ostrom and Williamson, where we share how adapting these models to multiple settings can enhance empathy, increase psychological safety, and provide robust just-in-time learning tools for practice. We here describe patient and public coproduction in diverse areas within health care using the commons philosophy across populations, cultures, and generations with learning examples across age groups and cultures. We further explore descriptive, mixed methods participatory action in medical and research education. We adopt an “Everyone Included” perspective and sought to identify its use in continuing medical education, citizen science, marginalized groups, publishing, and student internships. Overall, we outline coproduction at the point of need, as we report on strategies that improved engagement. This work demonstrates coproduction with the public across multiple settings and cultures, showing that even with minimal resources and experience, this partnership can improve medical education and care.

Co-Production of Public Services and Performance of Counties in Kenya: Does Literacy Matter?

“…Performance denotes output, outcome, efficiency, and effectiveness. It is noteworthy that studies have focused on the link between the various forms of literacies on performance including financial (Istan, 2023), computer (Khan & Ullah,2023), and health (Price, 2021). As a result, there has been interest in establishing the link between literacy and performance.…”

Challenges in co‐produced dementia research: A critical perspective and discussion to inform future directions

“…Co‐production has looked to position people with lived experience as researchers which is important to ensure everyone involved feels equally valued in the research process. This is not to say that there is an ’equity in skills or ownership’ but rather ‘equal respect, voice, and access to shared resources’ where everyone can ‘work together productively as a team’ 8 …”

“…This is not to say that there is an 'equity in skills or ownership' but rather 'equal respect, voice, and access to shared resources' where everyone can 'work together productively as a team'. 8…”

“…Yet, the distinction between PPI and co-production remains unclear and inconsistent. Price et al 8 and The PARTNERS2 Writing Collective 9 position co-production as a form of, or under the umbrella of PPI; whereas, others position co-production as an evolution of, or step forward from it. 10,11 It is not always clear what counts as co-production, and what the implications are for those involved.…”

Learning from and with Patients: The Role of Culture

“…Unfortunately, literature on patient involvement does not always seem to take the role of culture into account [ 8 ] [ 9 , 10 ];, and even seems to promote a one-size-fits-all approach [ 8 ]which may not align with the diverse cultural contexts and goals of individuals involved. Each patient has a unique background, set of beliefs, values, and healthcare needs, shaped by their cultural heritage [ 11 ]. By disregarding individual differences and implementing a standardised approach, we may risk alienating patients and hindering their potential engagement in the educational process.…”