Embedding Patient and Public Involvement in Health Professions Education: Bridging Novelty and Normalisation

Abstract

Patient and public involvement (PPI) in health professional education (HPE) varies widely across institutions, reflecting different stages of implementation and integration. While some have successfully normalised PPI, in other HPE settings, it remains a novel concept. This variability highlights the need for a systematic approach to embedding PPI sustainably across HPE. We introduce normalisation process theory (NPT) as a framework to understand and enhance how PPI becomes embedded in HPE settings. In this paper, NPT offers educators a structured approach to reflect on their current PPI practices, identify areas for improvement and develop strategies for sustainable implementation. By exploring the mechanisms of coherence, cognitive participation, collective action and reflexive monitoring, we aim to equip readers with tools to enhance the integration and impact of PPI within their unique educational environments.