Occupational Therapy News OTnews May 2020 | Page 43

COVID-19 FEATURE
However, most of the activities that involve service users are
centred around face-to-face contact and, indeed, it is that direct,
real-life and real-time perspective that is often associated with
having people with experience within the classroom or present
within selection or assessment activities.
So when one of the first responses to the COVID-19 outbreak
was to limit non-essential visitors to campus, and particularly
those within vulnerable groups, we were faced with an immediate
challenge.
Our first answer was simply to postpone such activities, but
fast-paced public health developments and a rapid move to online
programme delivery encouraged us to think again.
Not only was any postponement unlikely to be remedied in
the short term, but we were also risking isolating and removing
choice from our service user colleagues at a time when issues of
vulnerability and isolation were being magnified for all.
Following the introduction of
significant movement restrictions, one
‘‘
and were asked to reflect on specific questions relating to issues
such as sampling and recruitment.
Subsequently, students came to the session focused on the
topic and with reflections to share.
On the day, the session began with an introduction from the
academic member of the team, setting the scene and introducing
key theory and policy. Students then moved in to virtual break-out
rooms to share and further consider the responses to questions
prepared in advance, with each room facilitated by service users/
carer and academics.
Although methods to capture written feedback were explored,
such as the use of the virtual whiteboard, as both staff and students
were developing familiarity with the software, verbal feedback from
each group was preferred.
Finally, service user/carer researchers verbally shared their
narratives of why they got involved with research and the
personal impact of this research role.
After the session, service user colleagues
of the first teaching sessions was
shared their nerves and reservations about
We have undoubtedly
‘Service user involvement in research’
the technology, and shared challenges
for a group of approximately 30
relating to personal connections and
learnt lessons about what
masters occupational therapy and
encouraging engagement.
worked well and what we
physiotherapy students.
Another service user colleague,
might do differently... we are
This had been delivered for the
Louise , discussed the challenges
also excited about the potential
past two years in collaboration
when not being able to see and
for further developing online
with service user researchers, who
connect with students to check
delivery to support service user
not only shared their narrative of
out understanding, reflecting: ‘I was
working collaboratively with academic
aware
how much I missed the cues we
involvement in occupational
researchers, but engaged in critical
maybe take for granted in a face-to-face
therapy education.
discussion with the students about
situation’.
the value of service users and academics
The team all also reflected that elements
working together to co-produce research.
of the session that relied on text for questions did
One of the core underpinning features of our
slow the session and reduce spontaneity. In these ways,
educational partnership with service users has been co-
the challenges experienced by service user colleagues are similar
production (Hatton 2016), and indeed, the principles of co-
to those experienced by any facilitator new to online learning, and
production helped us to move forwards.
therefore approaching such activities through mutual support and
We asked ourselves: How can we collaborate with everyone
ongoing development presents as an important foundation.
in our new online delivery? How can we all learn more about
But the team also reflected many positive aspects of the
virtual classrooms and online learning and adjust to this change
experience. On a practical level, Louise reflected that her hearing
together?
impairment can make classroom-based group work difficult. She
Three service user/carer researchers were keen to continue
did not experience this with the online group work and the use of
to engage with the students’ learning. Prior to the scheduled
the ‘live chat’ meant sharing of ideas was accessible and inclusive.
teaching, an informal training session was facilitated, ensuring that
Another reflection was that this method of delivery may provide
everyone could access the virtual classroom room.
opportunities for involvement for some service users or carers who
And although we focused on practical elements, such as
find going out, or being within groups difficult.
checking everyone could hear and be heard, this also provided a
Furthermore, as many other activities have also rapidly moved
space for questions, creativity and confidence building with new
online, Caroline discussed that the development of her skills and
software.
confidence in this role has subsequently supported her with other
Caroline, one of our service user colleagues, shared afterwards
online activities, such as contributing to a research design service
that this practice session helped to manage nerves and develop
meeting and finding online leisure activities for her family.
familiarity.
Caroline said: ‘My daughter, who has severe and enduring
Students were also asked to prepare for the session by
mental health problems, was missing all her classes and was not
watching online clips focusing on patient involvement in research
coping well with isolation and lack of exercise, so we are doing
OTnews May 2020 43