Table 2.

Description of final sample*

Author(s) and year	Country	Study design	Professional group(s)	Learning environment	Mandatory or elective?	Intervention/patient involvement	Support for patient involvement	Theory: what and why?
Agrawal et al. (2020)	Canada	Qualitative	Postgraduate Medicine: Psychiatry	Various community settings	Mandatory	Patient ‘advisors’ partner with residents meeting monthly over 6 months to share experiences of mental illness	Small honorarium provided for patients’ participation Monthly supervision meetings held for patients by course directors	Liminality To understand participants’ experiences and explain how a co-produced pedagogy mechanistically achieves its effects on student learning
Anderson et al. (2019)	UK	Qualitative	Undergraduate Midwifery; Speech and Language Therapy; Nursing; Medicine; Social Work	Academic	Mandatory	Explored perceptions of patients, students, and teachers on progressing involvement from storytelling to leading teaching roles in interprofessional education	Training and support for patients involved in teaching Remuneration system in place	Activity Theory To explore what it means for all stakeholders to progress patients into leading teaching roles
Cooper and Spencer-Dawe (2006)	UK	Qualitative	Undergraduate Medicine; Nursing; Physiotherapy; Occupational Therapy; Social Work	Academic	Elective (All students encouraged to attend)	Patients co-facilitate 2–4 interprofessional education workshops, sharing their lived experiences	Training for involvement Support from independent organisation during involvement Expenses for training and payment for involvement provided	Complexity Theory To underpin development of the intervention and analyse patient involvement in interprofessional education
Hache et al. (2020)	France	Mixed-Methods	Undergraduate Pharmacy	Academic	Not specified	Patients involved in the development and delivery of a 2-h workshop on patient education programmes. Patient ‘partner’ facilitated workshop discussions without faculty mediation and provided two essential learning points at the end of the workshop	No training, support, or payment for patients reported	Social Representations To explain students’ learning on patients’ expectations of the pharmacist’s role in patient education programmes
Jha et al. (2015)	UK	RCT	Postgraduate Medicine	Academic	Mandatory	Patients collaborate in developing the intervention which consists of two 1 h long sessions where they share stories of inadequate care or medical error. A facilitated discussion between patients and students follows	Preparation for involvement Emotional support and de-briefing provided post involvement No payment reported	Kumagai’s Conceptual Framework of Empathy and Moral Development To underpin intervention and explain students’ learning on patient safety
Kline et al. (2020)	Canada	Qualitative	Undergraduate Medicine within interprofessional curriculum	Various community settings	Elective	Patient ‘mentors’ partner with small student groups 2–3 times over 16 months to teach on their experiences of chronic illness or disability	Support meeting midway through module No training or payment reported	Identity Status Paradigm To explain how learning with patients acts to shape students’ professional identity
Read et al. (2020)	UK	Mixed-Methods	Health Faculty	N/A	N/A	Patients involved as partners in co-producing, delivering, and evaluating an educational development programme for patients involved in education across a Health Faculty	Development, delivery, and evaluation of training programme for patients involved in education, with patients	Participatory Action Research To provide a framework for co-producing an educational programme for patients involved in education

*Theory denoted by italicised text