JMIR Publications

ABSTRACT

Background:

Co-production with practitioners is increasingly recognised as a valuable approach to developing relevant and acceptable medical education resources in the field of digital health. However, less attention has been paid to understanding practitioners’ experiences of participating in co-production and the factors that support meaningful involvement.

Objective:

This study aimed to describe the co-production of an online training session and toolkit to support mental health practitioners (MHPs) in discussing young people’s online use, using the Double Diamond design framework, and to qualitatively evaluate practitioners’ experiences of the process and resulting training session.

Methods:

Fourteen MHPs participated in the co-production. They took part in a series of workshops, supporting the development of learning outcomes, training session design, and production of training materials. Following delivery of the online training session, 10 MHP co-producers participated in online focus groups exploring their experiences of co-production and perceptions of the delivered training. Qualitative data were analysed using the Framework Method.

Results:

Qualitative analysis identified five themes across two overarching areas: experiences of co-producing the online training session (embracing uncertainty in co-production, conditions of meaningful co-production, and from co-production to changed practice), and online training session delivery (designing for engagement in training, and rethinking format and delivery). Practitioners valued the flexible, collaborative nature of the co-production, with some reporting that participation influenced their clinical practice. They highlighted the importance of interactive, practically relevant training, whilst identifying challenges relating to engagement, online delivery, and sustaining learning beyond the session.

Conclusions:

Findings emphasise the value of a structured yet flexible approach to co-producing training with mental health practitioners. Meaningful involvement appeared to be supported by collaborative relationships, opportunities for flexible participation, and recognition of individual expertise. Participation also provided opportunities for experiential learning and reflection on clinical practice. Maintaining the training’s relevance and embedding it within routine professional development were identified as important considerations by those involved in the co-production.