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首页> 外文期刊>Academic psychiatry: the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry >Co-producing Psychiatric Education with Service User Educators: a Collective Autobiographical Case Study of the Meaning, Ethics, and Importance of Payment
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Co-producing Psychiatric Education with Service User Educators: a Collective Autobiographical Case Study of the Meaning, Ethics, and Importance of Payment

机译：共同生产服务用户教育工作者的精神病教育：一项集体自传案例，对付款的意义，道德和重要性

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Objective Co-production involves service providers and service users collaborating to design and deliver services together and is gaining attention as a means to improve provision of care. Aiming to extend this model to an educational context, the authors assembled a diverse group to develop co-produced education for psychiatry residents and medical students at the University of Toronto over several years. The authors describe the dynamics involved in co-producing psychiatric education as experienced in their work. Methods A collaborative autobiographical case study approach provides a snapshot of the collective experiences of working to write a manuscript about paying service users for their contributions to co-produced education. Data were collected from two in-person meetings, personal communications, emails, and online comments to capture the fullest possible range of perspectives from the group about payment. Results The juxtaposition of the vision for an inclusive process against the budgetary constraints that the authors faced led them to reflect deeply on the many meanings of paying service user educators for their contributions to academic initiatives. These reflections revealed that payment had implications at personal, organizational, and social levels. Conclusion Paying mental health service user educators for their contributions is an ethical imperative for the authors. However, unless payment is accompanied by other forms of demonstrating respect, it aligns with organizational structures and practices, and it is connected to a larger goal of achieving social justice, the role of service users as legitimate knowers and educators and ultimately their impact on learners will be limited.
机译：客观共同生产涉及服务提供商和服务用户合作设计和提供服务，并正在引起改善护理的手段。旨在将该模型扩展到教育背景下，作者组建了一个多元化的集团，为多伦多大学的精神病学居民和医学生开展共同产生的教育。作者描述了在其工作中经验丰富的共同生产精神病教育所涉及的动态。方法采用协作自传案例研究方法提供了编写稿件的集体经验的快照，了解支付服务用户以获得对共同生育教育的贡献。从两位亲自会议，个人通信，电子邮件和在线评论中收集数据，以捕获本集团有关付款的最高视角。结果愿景对预算限制的愿景并置，即作者面临的导致他们深入反思，以深入了解支付服务用户教育者对学术倡议的贡献的许多含义。这些思考透露，支付对个人，组织和社会层面的影响。结论支付精神卫生服务用户教育工作者对作者来说是一个道德所必需的。但是，除非付款伴随着其他形式的证明尊重，否则它与组织结构和实践一致，并且它与实现社会正义的更大目标，服务用户作为合法知识者和教育者的作用，最终对学习者的影响将有限。

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