Table 2.

Schedule of workshops and how the process changed over time

Workshop no. and method used	Original intention	Revised process and results
Workshops 1 and 2: Personas and design artefacts (example LHS cycles), stakeholder mapping	Explore patient perspective on data‐driven learning	Debate about what data is or is not and who has the power to decide this
Workshops 3–4: Speculative modelling, mind mapping and dot prioritization, affinity mapping	Identify opportunities for involvement in LHS cycles presented	More radically reimagine a ‘patient‐driven’ LHS from beginning to end
Workshops 5–6: Tabletop modelling, affinity mapping	Identify ‘Signs of’ patient involvement in the LHS that could be communicated to patients	Identify principles of how patients were able or unable to work within the system, describing how the system would operate with patients rather than outputs being communicated to patients
Workshops 5–6: Tabletop modelling, affinity mapping	Prototype ‘mechanisms of’ involvement that could be added onto existing system processes	Description of involvement roles that patients could enact and were part of with the overall system
Workshops 7–10: Revisiting previous materials and activities to agree core findings to communicate and plan outputs	Agree core findings to present in academic papers and patient‐facing outputs	Academic papers produced, but with explicit recognition of the changes made by contributors and need for ongoing dialogue Lay report includes illustrations to better represent contributor views

Abbreviation: LHS, Learning Health System.