Consumers as authentic co-educators in occupational therapy practice placements: practice educator perspectives, a co-designed feedback system, and student experiences

Abstract

Feedback is central to the signature pedagogy of health professional practice placements, shaping how students learn to think, act, and perform as future practitioners. Yet the role of consumers as contributors to feedback and learning remains underdeveloped. Despite increasing emphasis on consumer involvement in curricula to promote person-centred and collaborative practice, engagement during placements is inconsistent. This thesis sought to reposition consumers not as assessors but as co-educators, exploring how their feedback can be meaningfully embedded within occupational therapy practice education to enhance student learning.
Four interrelated studies were conducted: (1) a scoping review of consumer feedback systems across health professions; (2) a national qualitative questionnaire exploring occupational therapy educators’ perspectives; (3) a co-design process developing the PEPA (Prepare, Engage, Process, Apply) consumer feedback system; and (4) a phenomenographic study investigating students’ experiences using PEPA during placement. Findings revealed that while educators recognised the value of consumer involvement, concerns about safety, capability, and evaluative authority limited implementation. The co-designed PEPA system provided a structured, principle-based framework that supported safe, relational, and formative feedback processes. Students perceived consumer feedback as authentic, meaningful, and central to their professional growth.
Collectively, this research demonstrates that co-designed consumer feedback systems can enrich feedback literacy, disrupt entrenched hierarchies, and foster collaborative, relationship-focused practice. Embedding consumer feedback as a pedagogical process represents both an ethical and educational imperative, offering a transformative approach to learning within occupational therapy and broader health professional education.

Date of Award	2026
Original language	English
Supervisor	Stephen ISBEL (Supervisor), Rachel BACON (Supervisor) & Robert Pereira (Supervisor)