Power to the people? A co-produced critical review of service user involvement in mental health professions education.

Meaningful service user involvement in health professions education requires integrating knowledge held by "lay" people affected by health challenges into professional theories and practices. Involving service users redefines whose knowledge "counts" and implies a shift in power. Such a shift is especially significant in the mental health field, where power imbalances between health professionals and service users are magnified.

Co-producing Psychiatric Education with Service User Educators: a Collective Autobiographical Case Study of the Meaning, Ethics, and Importance of Payment.

Objective: Co-production involves service providers and service users collaborating to design and deliver services together and is gaining attention as a means to improve provision of care. Aiming to extend this model to an educational context, the authors assembled a diverse group to develop co-produced education for psychiatry residents and medical students at the University of Toronto over several years. The authors describe the dynamics involved in co-producing psychiatric education as experienced in their work.

Language Performance of Individuals at Risk for Mild Cognitive Impairment.

Purpose Evidence exists that changes in language performance may be an early indicator of mild cognitive impairment (MCI), often a harbinger of dementing disease. The purpose of this study was the evaluation of language performance in individuals at risk for MCI by virtue of age and self-concern and its relation to performance on tests of memory, visuospatial function, and mental status. Method Eighty-three individuals 55 years or older were administered the Arizona Battery for Communication Disorders of Dementia ( Bayles & Tomoeda, 1993 ), a standardized battery with normative data from 86 healthy older adults (HOAs) and 86 individuals with Alzheimer's dementia, the most common dementing disease.

The value of traditional cognitive variables for predicting performance in graduate speech-language pathology programs.

Background: Student performance on the Praxis examination and in clinical settings is considered indicative of university graduate program quality. Utilization of admission variables most predictive of graduate school performance in speech-language pathology is therefore critical. This study evaluated the relationship between cognitive variables (GRE scores, undergraduate GPA, and course-specific grades) and performance on the Praxis and between the cognitive variables and first-year clinical performance.