Dairo Yetunde, Norris Meriel, Williams Annabel, Hammond John A
School of Health and Social Care Professions, Buckinghamshire New University, High Wycombe, UK.
College of Health, Medicine and Life Sciences, Department of Health Sciences, Mary Seacole Building, Brunel University London, Uxbridge, UK.
Health Expect. 2025 Aug;28(4):e70363. doi: 10.1111/hex.70363.
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.
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.
Physiotherapy students (n = 5), practice educators (n = 5) and project team members (n = 4) participated, ensuring diverse representation.
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.
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.
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.
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.
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.
来自少数族裔群体的物理治疗专业学生在学业成就上存在差距以及遭受种族主义的经历，凸显了对包容性培训资源的需求。共同创造积极让最终用户参与开发过程，确保相关性和有效性，被认为是创建此类资源的必要条件。
本文概述了在开发培训资源以提高对种族歧视的认识并挑战物理治疗实践教育中的做法时的共同创造方法和过程。它探讨了在此背景下共同创造的潜力和挑战。
物理治疗专业学生（n = 5）、实践教育工作者（n = 5）和项目团队成员（n = 4）参与其中，确保了多样化的代表性。
采用设计思维方法指导该过程，首先与利益相关者（n = 60）进行初步范围界定活动，随后举办了六次在线研讨会。研讨会侧重于确定关键问题、整合先前访谈的见解以及开发原型。最后阶段涉及在对资源进行试点测试后进行迭代完善。
共同创造过程以包容性、协作、支持和安全原则为基础。它包括探索、范围设定、交付和评估，体现了所有各方的承诺。
关键考虑因素包括资源可持续性、时间投入以及量化共同创造影响方面的挑战。该项目凸显了共同创造者在保持资源相关性和促进系统性变革方面的持续作用。
本文对物理治疗教育中共同创造种族包容性培训资源的方法进行了综述。该方法展示了其潜力，为未来的包容性举措提供了有价值的参考。
共同创造者，包括来自少数族裔背景的物理治疗专业学生和实践教育工作者，在各个阶段都贡献了他们的生活经历，使资源能够反映现实世界的挑战和解决方案。他们的参与确保了资源的真实性和影响力。
