Co-creation to Develop Interventions to Facilitate Deep Reflection for Dental Students

Campbell, Faith; Hassoon, Nicole; Jiwa, Khalil; Ridsdill-Smith, Julia; Smith, Amie; Wilson, Helen; Jack, Kirsten; Rogers, Helen J.

doi:10.5334/pme.16

Cited by 5 publications

(2 citation statements)

References 16 publications

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“…The inclusion of children, teachers, and parents from the outset of the cocreation process proved challenging due to their availability and time constraints, which often conflicted with project funders' requirements and local service expectations, such as school complexes. These challenges align with findings in the literature [74,75], with logistics and timeline management being the most commonly cited difficulties. However, our study is among the few to employ cocreation with children on a sensitive topic such as mental health, allowing them to play an active role in designing and producing a health-related intervention [76].…”

Section: Anticipated Findingssupporting

confidence: 83%

Improving Children’s Mental Health Literacy Through the Cocreation of an Intervention and Scale Validation: Protocol for the CHILD-Mental Health Literacy Research Study

Francis-Oliviero,

Loubières,

Grové

et al. 2023

JMIR Res Protoc

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Background Children’s mental health is a public health priority, with 1 in 5 European children younger than 12 years having a behavioral, developmental, or psychological disorder. Mental health literacy (MHL) is a modifiable determinant of mental health, promoting psychological well-being and reducing mental health problems. Despite its significance, no interventions or scales currently exist for increasing and measuring MHL in this population. Objective This study has dual objectives: (1) cocreating and evaluating an intervention on children’s MHL, and (2) developing and validating a scale that measures children’s MHL. Methods Our study focuses on children aged 9-11 years attending primary school classes in various settings, including urban and rural areas, and priority education zones within a French department. Using a participatory research approach, we will conduct workshops involving children, parents, teachers, and 1 artist to cocreate an intervention comprising multiple tools (eg, a pedagogical kit and videos). This intervention will undergo initial evaluation in 4 classes through observations, interviews, and satisfaction questionnaires to assess its viability. Concurrently, the artist will collaborate with children to create the initial version of the CHILD-MHL scale, which will then be administered to 300 children. Psychometric analyses will validate the scale. Subsequently, we will conduct a cluster randomized controlled trial involving a minimum of 20 classes, using the CHILD-MHL scale scores as the primary end point to evaluate the intervention’s efficacy. Additional interviews will complement this mixed methods evaluation. Both the intervention and the scale are grounded in the Child-Focused MHL model. Results The first tool of the intervention is the pedagogical kit Le Jardin du Dedans, supported by the public organization Psycom Santé Mentale Info and endorsed by UNICEF (United Nations Children’s Fund) France. The second tool is a handbook by the Pan American Health Organization and the World Health Organization, which is addressed to teachers to sensitize them to children’s mental health problems. The third is a 5-page supplementary leaflet produced by the nongovernmental organization The Ink Link, which teaches children the notion of MHL. Finally, we produced 56 items of the MHL Scale and listed existing education policies for children’s mental health. Conclusions After its robust evaluation, the intervention could be extended to several schools in France. The scale will be the first in the world to measure children’s MHL. It will be used not only to evaluate interventions but also to provide data for decision makers to include MHL in all educational policies. Both the intervention and the scale could be translated into other languages. International Registered Report Identifier (IRRID) PRR1-10.2196/51096

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Section: Anticipated Findingssupporting

confidence: 83%

Improving Children’s Mental Health Literacy Through the Cocreation of an Intervention and Scale Validation: Protocol for the CHILD-Mental Health Literacy Research Study

Francis-Oliviero,

Loubières,

Grové

et al. 2023

JMIR Res Protoc

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“…Hence, this becomes an opportunity for transformation, and may inspire critical examination of pervasive norms [ 22 , 23 ]. Re-examination is essential within our increasingly complex modern healthcare environments, and assists in attending to concerns about sustainability of education [ 24 ]. Co-creating with students promotes critical thinking and creative skills [ 8 ], which are areas that the educational research community has identified to be of key importance for future research [ 25 ].…”

Section: Introductionmentioning

confidence: 99%

From corners to community: exploring medical students’ sense of belonging through co-creation in clinical learning

Rae,

Smith,

Hopkins

et al. 2024

BMC Med Educ

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Background Belonging is critical for the development and wellbeing of medical students. Belonging, particularly within a ‘relational being’ paradigm, presents a significant challenge for students, especially within clinical learning environments. Co-creation is a learning relationship in which students are actively involved in the education process. It is inherently relational and promotes belonging within higher education environments. Little is known about utilising co-creation in the curriculum, within medical education. The aim of this study was to explore medical students’ experience of co-creation of learning resources within the clinical learning environment. Methods Following ethical approval, medical students were invited to become co-creators of a learning bulletin resource, within the paediatric acute receiving unit, at a paediatric teaching hospital. Interpretative phenomenological analysis (IPA) was used to enable an in-depth exploration of how medical students experienced co-creation within the clinical learning environment. Medical students participated in semi-structured interviews about their experience, which were transcribed verbatim and analysed using IPA. The analysis integrated individual lived experiences into an analytic summary. Results Nine medical students participated. Three group experiential themes were identified: identity maturation; learning community and workplace integration. The support found within this co-created learning community, along with maturation of their identity, allowed the participants to experience a challenge to their existing worldview. This shift in perspective resulted in them responding and behaving in the workplace in new ways, which enabled them to belong as themselves in the clinical learning environment. These findings were situated within the developmental concept of self-authorship, as well as contributing to a new understanding of how co-creation promoted social integration. Conclusions Co-creation enabled students to learn in a meaningful way. The relational power of co-creation, can be harnessed to deliver participatory learning experiences, within our increasingly complex healthcare environment, to support the learning, development and integration of doctors of the future.

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Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory

Stoddard,

Lee,

Gooding

2024

Teaching and Learning in Medicine

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Co-creation to Develop Interventions to Facilitate Deep Reflection for Dental Students

Cited by 5 publications

References 16 publications

Improving Children’s Mental Health Literacy Through the Cocreation of an Intervention and Scale Validation: Protocol for the CHILD-Mental Health Literacy Research Study

Improving Children’s Mental Health Literacy Through the Cocreation of an Intervention and Scale Validation: Protocol for the CHILD-Mental Health Literacy Research Study

From corners to community: exploring medical students’ sense of belonging through co-creation in clinical learning

Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory

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