ArticleAcademic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry2020
Co-producing Psychiatric Education with Service User Educators: a Collective Autobiographical Case Study of the Meaning, Ethics, and Importance of Payment.
Article in Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 14 papers, 1 of them a synthesis that pooled it.
What it found
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The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
14 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A theoretical systematic review of patient involvement in health and social care education.Advances in health sciences education : theory and practice · 2023Pooled it
- Influence of a Co-Designed Alcohol and Other Drug Education Program on Clinician Attitudes Toward People Who Use AOD: A Quantitative Evaluation.International journal of mental health nursing · 2026Article
- Psychiatry in transition: an assessment in the context of societal change.Annals of general psychiatry · 2026Article
- Burnout in medical students and its psychological correlates with mentorship, motivation and professional values.Frontiers in medicine · 2026Article
- The trials and triumphs of co-producing an evaluation plan: A principles-focused evaluation.Research involvement and engagement · 2024Article
- A balancing act: navigating the nuances of co-production in mental health research.Research involvement and engagement · 2024Article
- Power to the people? A co-produced critical review of service user involvement in mental health professions education.Advances in health sciences education : theory and practice · 2024Review
- Meaningful engagement through critical reflexivity: Engaging people with lived experience in continuing mental health professional development.Health expectations : an international journal of public participation in health care and health policy · 2023Article
- Co-producing research on psychosis: a scoping review on barriers, facilitators and outcomes.International journal of mental health systems · 2023Article
- Awareness of the Need for Change: A Constructivist Grounded Theory of Medical Students' Understanding of Human Rights in Mental Health.Health and human rights · 2023Article
- "Come and share your story and make everyone cry": complicating service user educator storytelling in mental health professional education.Advances in health sciences education : theory and practice · 2023Article
- Article
- Virtual Education Program to Support Providers Caring for People With Intellectual and Developmental Disabilities During the COVID-19 Pandemic: Rapid Development and Evaluation Study.JMIR mental health · 2021Article
- Passing the microphone: broadening perspectives by amplifying underrepresented voices.Advances in health sciences education : theory and practice · 2020Article
Corrections and comments
- Erratum issued
Authors and funding
17 authors.
Funding
Abstract
objectiveCo-production involves service providers and service users collaborating to design and deliver services together and is gaining attention as a means to improve provision of care. Aiming to extend this model to an educational context, the authors assembled a diverse group to develop co-produced education for psychiatry residents and medical students at the University of Toronto over several years. The authors describe the dynamics involved in co-producing psychiatric education as experienced in their work.
methodsA collaborative autobiographical case study approach provides a snapshot of the collective experiences of working to write a manuscript about paying service users for their contributions to co-produced education. Data were collected from two in-person meetings, personal communications, emails, and online comments to capture the fullest possible range of perspectives from the group about payment.
resultsThe juxtaposition of the vision for an inclusive process against the budgetary constraints that the authors faced led them to reflect deeply on the many meanings of paying service user educators for their contributions to academic initiatives. These reflections revealed that payment had implications at personal, organizational, and social levels.
conclusionPaying mental health service user educators for their contributions is an ethical imperative for the authors. However, unless payment is accompanied by other forms of demonstrating respect, it aligns with organizational structures and practices, and it is connected to a larger goal of achieving social justice, the role of service users as legitimate knowers and educators and ultimately their impact on learners will be limited.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.