Gracey Julia, Gokhale Preetee, Hughes Mel
Lived Experience educator at Bournemouth University, Poole, UK.
Department of Rehabilitation and Sport Sciences, Occupational Therapy academic at Bournemouth University, Poole, UK.
Occup Ther Health Care. 2025 Jul;39(3):747-758. doi: 10.1080/07380577.2024.2448810. Epub 2025 Jan 13.
This case study shares the knowledge gained from working with an individual having lived experience of a health condition contributing toward an occupational therapy education module through the reflections of an occupational therapy academic and an individual with lived experience working in a university. The primary goal is to establish an empirical evidence base for involvement of people with lived experience in occupational therapy education and to encourage other educators and individuals with lived experience to follow this model of teaching and learning in their curricula. Based on the belief that teaching and learning through co-production creates a 'triangle' of benefit for individuals with lived experience, students and academics. Individuals with lived experience are seen as powerful, independent, and strong despite their medical condition. Students learn more about important aspects of service provision beyond direct medical and therapy knowledge and academics learn about and model this new way of working. The aim is to promote development of co-production learning activities in occupational therapy education.
本案例研究分享了通过职业治疗专业学者和一名在大学工作的有实际生活经验者的反思，在与一名患有某种健康状况的个体合作过程中所获得的知识，该个体的实际生活经验为一个职业治疗教育模块做出了贡献。主要目标是为有实际生活经验的人参与职业治疗教育建立实证证据基础，并鼓励其他教育工作者和有实际生活经验的个体在其课程中采用这种教学和学习模式。基于这样一种信念，即通过共同生产进行教学和学习会为有实际生活经验的个体、学生和学者创造一个互利的“三角”。有实际生活经验的个体尽管患有疾病，但被视为强大、独立和坚强的。学生除了直接的医学和治疗知识外，还能更多地了解服务提供的重要方面，而学者则了解并采用这种新的工作方式。目的是促进职业治疗教育中共同生产学习活动的发展。
