Involving diverse stakeholders—patients, caregivers, and healthcare professionals—in research is a cornerstone of participatory health research (PHR). But how do we ensure that everyone, regardless of their background, can actively contribute to meaningful research? A recent study sheds light on Stakeholder Skill Training (SST), highlighting its critical role in empowering participants and fostering mutual learning.

The Challenge: Bridging Knowledge Gaps

Participatory research requires a shift in traditional research roles. Patients and healthcare professionals bring valuable lived experiences, but they may not be familiar with research methodologies. Similarly, researchers may lack experience in co-creation with non-researchers. This creates a knowledge gap that can hinder collaboration.

To address this, SST provides tailored training that equips stakeholders with the skills needed to engage confidently. However, the study reveals that there is no one-size-fits-all approach—training varies widely depending on the project’s goals and the participants’ backgrounds.

Five Key Themes in Stakeholder Skill Training

Through a workshop at NordiCHI 2022, researchers explored what makes SST effective. The discussions led to five crucial themes:

  1. The Terminology Debate: Is “Training” the Right Word?
    The term training implies a top-down approach, where knowledge is delivered from an expert to a learner. However, participatory research is about mutual learning, where everyone brings expertise. Should we call it collaborative learning instead?
  2. Hierarchy, Power, and Culture
    Traditional research settings often reinforce power imbalances between researchers and participants. SST should promote equitable partnerships, where different forms of expertise—academic, professional, and lived experience—are equally valued.
  3. Mutual Learning: A Two-Way Street
    Researchers learn as much from patients and professionals as they do from textbooks. SST should be designed as a dialogue, rather than a unidirectional learning process.
  4. Creating a Common Language
    Different disciplines and stakeholders may use the same words with different meanings. For instance, the term implementation means something different to health researchers than it does to software developers. Establishing a shared vocabulary is key to avoiding misunderstandings.
  5. Inclusivity: Reducing Barriers to Participation
    Not all stakeholders have the same access to time, education, or resources. Effective SST must ensure accessibility—from financial compensation to flexible training formats that accommodate diverse needs.

Moving Forward: Making Stakeholder Training Work

The study suggests several best practices for designing effective SST:

  • Define a common vocabulary together with stakeholders.
  • Focus on mutual learning rather than one-way instruction.
  • Create a safe and inclusive learning environment.
  • Recognize and address power dynamics early in the process.
  • Adapt training to the time constraints of participants, particularly patients and healthcare workers.

By rethinking how we train stakeholders, we can make participatory health research more inclusive, impactful, and empowering.

You find the full paper here: https://link.springer.com/chapter/10.1007/978-3-031-77318-1_33