'What's she doing here?' Overcoming barriers to the implementation of Expert by Experience positions in academia.
Brenda Happell, Sarah Gordon, Julie Sharrock and 2 others
PMID 35959799WHAT IT FOUND
Academics supporting 'Expert by Experience' roles in health education faced stigma and funding hurdles.
They used informal advocacy and creative budgeting to overcome resistance. Colleagues' attitudes often softened over time as they became familiar with the roles. Institutional barriers remained significant.
Key findings
01Two main themes emerged: convincing colleagues and dealing with university barriers.
02Colleagues often displayed stigma or lack of understanding regarding the value of lived experience in academia.
03Financial constraints and rigid university structures were major institutional barriers to implementing these roles.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The sample was small (n=16) and recruited via professional networks, likely skewing towards those already supportive of EBE roles. The study did not collect details on specific curricula, EBE educational backgrounds, or contractual arrangements, limiting transferability. The relevance to Australian Occupational Therapy specifically is noted as difficult to determine due to the diversity of disciplines in the sample. No quantitative data on student outcomes or attitudinal change was measured.
Declared interests
The authors report no conflict of interest.
The easy way to misread this
Do not interpret this as evidence that EBE roles improve patient care or student competency. The study reports on the barriers academics face in implementing these roles, not on the clinical efficacy of the education provided.