Although rhetoric abounds about the importance of patient-, person- and relationship-centered approaches to health care, little is known about how to address the problem of dehumanization through medical and health professions education. One promising but under-theorized strategy is to co-produce education in collaboration with health service users. To this end, we co-produced a longitudinal course in psychiatry that paired people with lived experience of mental health challenges as advisors to fourth-year psychiatry residents at the University of Toronto. The goal of this study was to examine this novel, relationship-based course in order to understand co-produced health professions education more broadly. Using qualitative interviews with residents and advisors after the first iteration of the course, we explored how participants made meaning of the course and of what learning, if any, occurred, for whom and how. We found that the anthropological theory of liminality allowed us to understand participants' complex experiences and illuminated how this type of pedagogy may work to achieve its effects. Liminality also helped us understand why some participants resisted the course, and how we could more carefully think about co-produced, humanistic education and transformative learning.

中文翻译：

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“打破患者和提供者之间的壁垒真是太好了”：为精神病学住院医师共同制作的咨询课程的限制

尽管关于以患者、个人和关系为中心的医疗保健方法的重要性的言论比比皆是，但对于如何通过医疗和卫生专业教育解决非人化问题却知之甚少。一种有前途但理论不足的策略是与卫生服务用户合作共同开展教育。为此，我们共同制作了精神病学纵向课程，该课程将具有心理健康挑战生活经验的人配对，作为多伦多大学四年级精神病学住院医师的顾问。本研究的目的是检验这门新颖的、基于关系的课程，以便更广泛地了解联合生产的卫生专业教育。在课程的第一次迭代后，对居民和顾问进行定性访谈，我们探讨了参与者如何理解课程的意义以及学习内容（如果有的话）、为谁以及如何学习。我们发现，人类学的阈限理论使我们能够理解参与者的复杂经历，并阐明这种类型的教学法如何实现其效果。Liminality 还帮助我们理解为什么一些参与者抵制这门课程，以及我们如何更仔细地思考共同制作的人文教育和变革性学习。