Oxford Institute for Clinical Psychology Research, University of Oxford, Oxford, UK.
Oxford Institute for Clinical Psychology Research, University of Oxford, Oxford, United Kingdom.
Health Expect. 2023 Oct;26(5):2098-2108. doi: 10.1111/hex.13817. Epub 2023 Jul 13.
There is a growing acknowledgement of the value of creating partnerships between those delivering and those accessing health services. Less is known about this in the context of clinical psychology doctoral training programmes. This study explores the models of involvement of experts by experience (EbEs) in teaching on a DClinPsych course in England; the impact of this both for EbEs and trainee clinical psychologists and whether improvements are required to better meet their needs.
An audit of current involvement was conducted by reviewing course records. Two survey questionnaires designed around commonly used frameworks of participation and reflective learning were completed by EbEs and trainees. Thematic Analysis was used to evaluate the written feedback from the surveys.
Records of current EbE involvement were found to be lacking in detail and sometimes missing. Key themes extrapolated from the surveys highlighted the importance of EbE involvement in supporting the wellbeing of EbEs and the learning experiences of trainees.
Recommendations with regard to the processes for future involvement of EbEs in teaching are put forward.
A carer of a service user was consulted about the design of the participant information sheet, consent form and the survey questionnaire which was sent to the EbEs. A trainee clinical psychologist was also consulted to provide a trainee perspective on the above forms and the survey questionnaire that was sent to trainees. Further to this, the first author's supervisor identifies as a user of physical and mental health services and provided continued supervision and support regarding the direction of the study including the research questions, design, methodology and interpretation of results.
越来越多的人认识到，在提供和使用医疗服务的人群之间建立伙伴关系是有价值的。在临床心理学博士培训计划中，人们对这种关系知之甚少。本研究探讨了经验丰富的专家（EbEs）在英国 DClinPsych 课程教学中的参与模式；这种参与对 EbEs 和受训临床心理学家的影响，以及是否需要改进以更好地满足他们的需求。
通过审查课程记录，对当前的参与情况进行了审核。根据参与和反思学习的常用框架设计了两份问卷调查表，分别由 EbEs 和受训者填写。使用主题分析来评估调查的书面反馈。
发现当前 EbE 参与情况的记录缺乏细节，有时甚至缺失。从调查中推断出的主要主题强调了 EbE 参与对支持 EbE 的幸福感和受训者的学习体验的重要性。
提出了关于未来 EbE 参与教学过程的建议。
一名服务使用者的照顾者就参与者信息表、同意书和问卷调查表的设计咨询了意见，该问卷调查表发送给了 EbEs。还咨询了一名受训临床心理学家，以获取受训者对上述表格和发送给受训者的问卷调查表的看法。除此之外，第一作者的导师是身心健康服务的使用者，他对研究方向包括研究问题、设计、方法和结果解释提供了持续的监督和支持。
