For patients and the public to work collaboratively with researchers, they need support and opportunities to engage in learning that builds on their skills and grows their confidence. In this article, we argue for a different approach to this learning, which starts with the expertise patients/ the public arrive with, and helps them identify and develop the soft skills required to influence researchers effectively. Much of the current training for patients and the public focuses on addressing the gaps in their knowledge and awareness about how research works and how public involvement adds value. Our training complements this by exploring the concept of ‘experiential knowledge’ in more depth. Patients and the public possess experiential knowledge (knowledge gained through lived experience) that researchers may not have. In the training we explore the nature of this expertise and other skills that patients/ the public bring, as well as how to identify who has the most relevant experiential knowledge in any given situation, and how best to share experiential knowledge to benefit researchers and maximise the impact of involvement. We co-produced this training with a patient member of the project team, and through feedback from patients and carers in an initial pilot. Our approach adds another dimension to preparing people for involvement and in particular for taking part in conversations with researchers that support mutual learning. We suggest this approach should be supported by separate, mirror training for researchers, that also develops their soft skills in preparation for learning from involvement.

中文翻译：

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“我该怎么做才能最大程度地帮助研究人员？” 在公众参与研究之初就对公众进行培训的另一种方法

为了使患者和公众与研究人员合作，他们需要支持和机会参与以他们的技能为基础并增强信心的学习。在本文中，我们主张采用一种不同的学习方法，该方法从患者/公众所获得的专业知识开始，并帮助他们确定和发展有效影响研究人员所需的软技能。当前针对患者和公众的培训大多集中于解决他们在研究工作原理以及公众参与如何增加价值方面的知识和意识方面的差距。我们的培训通过更深入地探索“经验知识”的概念来补充这一点。患者和公众拥有研究人员可能没有的经验知识（通过实际经验获得的知识）。在培训中，我们将探讨患者/公众带来的专业知识和其他技能的性质，以及在任何给定情况下如何确定谁拥有最相关的经验知识，以及如何最好地共享经验知识以使研究人员受益并最大程度地发挥作用。参与的影响。我们与项目团队的一名患者成员共同制作了此培训，并通过初始试点中患者和护理人员的反馈进行了合作。我们的方法为使人们为参与做准备，特别是与支持相互学习的研究人员进行对话增加了另一个维度。我们建议应为研究人员提供单独的镜像培训，以支持这种方法，这也应开发他们的软技能，为从参与中学习做准备。