Abstract
Introduction
Service users can enrich healthcare education, leading to deeper empathy and person-centred communication skill development for students. However, there remains gaps in understanding service user perspectives on their role and the ways in which the experience could be enhanced, with tokenism an ongoing risk to this educational experience for both service users and students. This study collected perspectives from healthcare service user about their role as educators, to gain clarity on how this potentially transformative and socially important element of healthcare education can be maximised safely.
Methods
A World Café methodology was employed, which is a collaborative research approach positioning the service user as expert, enabling a deep understanding of their experiences in health education. This method also aims to mitigate potential power imbalances between the service user and researchers. Twelve service users (or representatives of service users) attended a two-hour World café event. Data were analysed using content analysis and feedback was sought from participants on preliminary findings.
Results
Trusting relationships with both students and academic staff were the fundamental starting points for service users to engage as partners in healthcare education. A series of recommendations generated by the discussions during the World Café offer clear guidance for how this trust can be initiated and maintained. Respect for the service user perspective, having students and staff recognise the value of their experiences and practical supports were core across recommendations.
Conclusion
The role of service users is vital for authentic learning for students and for universities committed to engaging the wider community in higher education. Care is recommended by academic staff when inducting new services users as educators, as well as preparing students, ensure students respectfully and actively engage with service users. Practical supports, such as a visit to teaching venue or availability of lecturers to tie service user experience to wider curriculum, are welcomed by service users.
Service users can enrich healthcare education, leading to deeper empathy and person-centred communication skill development for students. However, there remains gaps in understanding service user perspectives on their role and the ways in which the experience could be enhanced, with tokenism an ongoing risk to this educational experience for both service users and students. This study collected perspectives from healthcare service user about their role as educators, to gain clarity on how this potentially transformative and socially important element of healthcare education can be maximised safely.
Methods
A World Café methodology was employed, which is a collaborative research approach positioning the service user as expert, enabling a deep understanding of their experiences in health education. This method also aims to mitigate potential power imbalances between the service user and researchers. Twelve service users (or representatives of service users) attended a two-hour World café event. Data were analysed using content analysis and feedback was sought from participants on preliminary findings.
Results
Trusting relationships with both students and academic staff were the fundamental starting points for service users to engage as partners in healthcare education. A series of recommendations generated by the discussions during the World Café offer clear guidance for how this trust can be initiated and maintained. Respect for the service user perspective, having students and staff recognise the value of their experiences and practical supports were core across recommendations.
Conclusion
The role of service users is vital for authentic learning for students and for universities committed to engaging the wider community in higher education. Care is recommended by academic staff when inducting new services users as educators, as well as preparing students, ensure students respectfully and actively engage with service users. Practical supports, such as a visit to teaching venue or availability of lecturers to tie service user experience to wider curriculum, are welcomed by service users.
| Original language | English (Ireland) |
|---|---|
| Publisher | BMC |
| Publication status | Submitted - 22 Aug 2025 |