ArticleThe clinical teacher2025
How to … Co-design Education With Healthcare Consumers.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
7 citing papers in PubMed.
- 'Prehabilitation Should Adapt to the Person, not the Other Way Around': A Qualitative Study Exploring Stakeholder Perceptions of Prehabilitation for Total Hip and Knee Arthroplasty.Musculoskeletal care · 2026Article
- Article
- Co-Designing a Prototype Education and Training Intervention for Healthcare Professionals Working in Community Laryngectomy Care: An Experience-Based Co-Design Study.Health expectations : an international journal of public participation in health care and health policy · 2026Article
- Pharmacists' perceived knowledge, attitudes and practice in geriatrics: findings from a multinational multilingual open online survey.European geriatric medicine · 2026Article
- Combating the Silent Othering in Dental Education, Dental Public Health, and Community Health Practice to Advance Health Equity.Journal of public health dentistry · 2026Review
- "Because everybody's different": Co-designing body donor program consent processes.Anatomical sciences education · 2026Article
- From Hidden Insights to Better Understanding: Physicians' Perspectives on Caregivers' Tacit Knowledge.Healthcare (Basel, Switzerland) · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
Abstract
Health professions education cultures and practices are changing, with increasing calls to actively partner with healthcare consumers across the education continuum, including informing health professions education content, curriculum design and pedagogical approaches. This movement towards valuing and foregrounding lived experience expertise in health professions and clinical education has clear benefits for learners, including developing more humanistic, person-centred health professionals and practice. For healthcare consumers, it offers an opportunity to shift traditional power relations in health professions education through meaningful partnership and increased agency to improve education and the outcomes of healthcare. This paper outlines how to establish and sustain collaborative and successful partnerships with healthcare consumers to co-design health professions education. Here, we provide applied examples and lessons learned from four co-designed projects across four healthcare disciplines and learning contexts to advance clinical educators' skills, capacity and confidence to partner with healthcare consumers in health professions education.
Indexed as
Identifiers
What OpenQuestion holds
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.