"It was great to break down the walls between patient and provider": liminality in a co-produced advisory course for psychiatry residents

TY - JOUR

T1 - "It was great to break down the walls between patient and provider"

T2 - liminality in a co-produced advisory course for psychiatry residents

AU - Agrawal, Sacha

AU - Kalocsai, Csilla

AU - Capponi, Pat

AU - Kidd, Sean

AU - Ringsted, Charlotte

AU - Wiljer, David

AU - Soklaridis, Sophie

PY - 2021/5

Y1 - 2021/5

N2 - Although rhetoric abounds about the importance of patient-, person- and relationship-centered approaches to health care, little is known about how to address the problem of dehumanization through medical and health professions education. One promising but under-theorized strategy is to co-produce education in collaboration with health service users. To this end, we co-produced a longitudinal course in psychiatry that paired people with lived experience of mental health challenges as advisors to fourth-year psychiatry residents at the University of Toronto. The goal of this study was to examine this novel, relationship-based course in order to understand co-produced health professions education more broadly. Using qualitative interviews with residents and advisors after the first iteration of the course, we explored how participants made meaning of the course and of what learning, if any, occurred, for whom and how. We found that the anthropological theory of liminality allowed us to understand participants' complex experiences and illuminated how this type of pedagogy may work to achieve its effects. Liminality also helped us understand why some participants resisted the course, and how we could more carefully think about co-produced, humanistic education and transformative learning.

AB - Although rhetoric abounds about the importance of patient-, person- and relationship-centered approaches to health care, little is known about how to address the problem of dehumanization through medical and health professions education. One promising but under-theorized strategy is to co-produce education in collaboration with health service users. To this end, we co-produced a longitudinal course in psychiatry that paired people with lived experience of mental health challenges as advisors to fourth-year psychiatry residents at the University of Toronto. The goal of this study was to examine this novel, relationship-based course in order to understand co-produced health professions education more broadly. Using qualitative interviews with residents and advisors after the first iteration of the course, we explored how participants made meaning of the course and of what learning, if any, occurred, for whom and how. We found that the anthropological theory of liminality allowed us to understand participants' complex experiences and illuminated how this type of pedagogy may work to achieve its effects. Liminality also helped us understand why some participants resisted the course, and how we could more carefully think about co-produced, humanistic education and transformative learning.

KW - Co-production

KW - Patient engagement

KW - Medical education

KW - Health professions education

KW - Mental health and addiction

KW - Liminality

KW - Qualitative study

KW - HEALTH-PROFESSIONS EDUCATION

KW - MEDICAL-EDUCATION

KW - MENTAL-HEALTH

KW - CONCEPTUAL-FRAMEWORK

KW - INVOLVEMENT

KW - PROGRAM

KW - REFLECTION

KW - STRATEGIES

KW - NARRATIVES

KW - CONSUMER

UR - http://www.scopus.com/inward/record.url?scp=85090858954&partnerID=8YFLogxK

U2 - 10.1007/s10459-020-09991-w

DO - 10.1007/s10459-020-09991-w

M3 - Journal article

C2 - 32920699

SN - 1382-4996

VL - 26

SP - 385

EP - 403

JO - Advances in Health Sciences Education

JF - Advances in Health Sciences Education

IS - 2

ER -