Patients and carers as teachers in psychiatric education: a literature review and discussion

Abstract

IntroductionThe direct involvement of patients and carers in psychiatric education is driven by policy in the United Kingdom and Ireland. The benefits of this involvement are well known, however, it is important to consider the ethical aspects. This paper suggests how further research could explore and potentially mitigate adverse outcomes.MethodA literature search evaluating the role of patients and carer involvement in psychiatric education was undertaken to summarise existing evidence relating to the following: methods of involvement, evidence of usefulness, patient’s/carer’s views and learners’ views.ResultsThe Medline search produced 231 articles of which 31 were included in the literature review based on the key themes addressed in the paper.Discussion/conclusionThe available evidence is generally positive regarding the use of patients and carers in psychiatric education. However, available research is varied in approach and outcome with little information on the ethical consequences. More research is required to inform policies on teaching regarding potential adverse effects of service user involvement.

Factors affecting knowledge of recovery‐oriented practice amongst mental health nursing and medical staff working on acute mental health inpatient units

“…For example, psychiatric trainees (i.e. junior medical staff) have indicated that they find the experience of having service users or carers involved in their training to be worthwhile (Babu et al 2018), with the varied research on this topic being generally positive (Miller et al 2020). Unfortunately, the focus and availability of lived experience workers and their involvement in clinician education vary considerably across services and institutions (Happell et al 2014).…”

“…2018), with the varied research on this topic being generally positive (Miller et al . 2020). Unfortunately, the focus and availability of lived experience workers and their involvement in clinician education vary considerably across services and institutions (Happell et al .…”

Creating or taking opportunity: Strategies for implementing expert by experience positions in mental health academia

“…One of the more recent and innovative interpersonal approaches is the involvement of Experts By Experience (EBE) in the design, teaching and assessment of health and social care education (Miller et al, 2020). EBE are people who utilize expertise developed through their experiences of diagnosis of mental illness, mental health service use and recovery.…”

“…Being taught by service users is more effective in equipping students to partner with them than simply being taught about participation (Geregová & Frišaufová, 2019;Terry, 2013) and has been found to be at least as effective as being taught by faculty (Gordon, Gupta, et al, 2020). Further, service user involvement in education supports the rights of service users to be systemically involved in all aspects of mental health-related activity that has the potential to impact them including mental health services, policy, skills and critical thinking (Felton et al, 2018;Happell, Waks, et al, 2019;Miller et al, 2020;Prytherch et al, 2018;Speers & Lathlean, 2015). This approach faces many of the same challenges as the implementation of new technologies, including unwillingness to change (Jónasson, 2016) and uncertainty (Aagaard & Lund, 2019b).…”

“…Research into the impact of service user involvement in educations has revealed that it enhances teaching, qualifies graduates for practice and facilitates the development of empathy, interpersonal skills and critical thinking (Felton et al, 2018; Happell, Waks, et al, 2019; Miller et al, 2020; Prytherch et al, 2018; Speers & Lathlean, 2015). This approach faces many of the same challenges as the implementation of new technologies, including unwillingness to change (Jónasson, 2016) and uncertainty (Aagaard & Lund, 2019b).…”