Co-Creation Methodology for Developing a Racial Inclusivity Training Resource in Physiotherapy Education.

BACKGROUND

Attainment disparities and experiences of racism among physiotherapy students from racially minoritised groups highlight the need for inclusive training resources. Co-creation actively involves end users in the development process, ensures relevance and efficacy, and was considered necessary for creating such a resource.

OBJECTIVES

This paper outlines co-creation methodology and processes in developing a training resource to raise awareness of racial discrimination and challenge practice in physiotherapy practice education. It examines the potentialities and challenges of co-creation within this context.

PARTICIPANTS

Physiotherapy students (n = 5), practice educators (n = 5) and project team members (n = 4) participated, ensuring diverse representation.

METHODS

A design thinking approach guided the process, beginning with an initial scoping exercise with stakeholders (n = 60), followed by six online workshops. Workshops focused on defining key issues, integrating insights from prior interviews, and developing prototypes. The final stages involved iterative refinement following pilot testing of the resource.

MAIN FINDINGS

The co-creation process was underpinned by principles of inclusivity, collaboration, support and safety. It involved exploration, scope-setting, delivery and evaluation, reflecting the commitment of all parties.

DISCUSSION

Key considerations include resource sustainability, time investment and challenges in quantifying co-creation's impact. The project highlights the ongoing role of co-creators in maintaining resource relevance and promoting systemic change.

CONCLUSION

This paper provides a review of a methodology for co-creating a racial inclusivity training resource in physiotherapy education. The approach demonstrates its potential, offering a valuable reference for future inclusivity initiatives.

PUBLIC CONTRIBUTION

Co-creators, including physiotherapy students and practice educators from racially minoritised backgrounds, contributed their lived experiences to all stages, shaping the resource to reflect real-world challenges and solutions. Their involvement ensured authenticity and impact.