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members of the public (children and adults) use their views and personal experience of illness and treatment to help to prioritise, plan and share healthcare research

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members of the public (children and adults) use their views and personal experience of illness and treatment to help to prioritise, plan and share healthcare research

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Should we encourage more UoM staff to act as PPIE contributors in areas where they have lived experience?

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Should we encourage more UoM staff to act as PPIE contributors in areas where they have lived experience?

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inclusive and reflective of the wide communities in Manchester

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inclusive and reflective of the wide communities in Manchester

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It makes a positive difference to people - research is more relevant for publics and more purposeful. From a researcher point of view this makes it more satisfying and there is huge personal gain.

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It makes a positive difference to people - research is more relevant for publics and more purposeful. From a researcher point of view this makes it more satisfying and there is huge personal gain.

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research that makes a real difference to the lives of the people

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research that makes a real difference to the lives of the people

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to make sure that our research is going to be useful to people.

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to make sure that our research is going to be useful to people.

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everyone has opportunity to get involved

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everyone has opportunity to get involved

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friendliness as this supports inclusivity and coproduction

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friendliness as this supports inclusivity and coproduction

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Induction training for Public Contributors was always well received

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Induction training for Public Contributors was always well received

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NHS Partners

Senior University visitors - for interaction

City of Manchester's Health Dept

Greater Manchester boroughs - Public Health Dept

Greater Manchester PCIE group - useful to link up (via Sadia)

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opportunity for open exchange of opinions and experiences

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Highlight how we give students skills, confidence and the motivational intent to do effective PPIE - in a whole range of disciplines - as a healthcare professional and/or as a researcher

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Shared learning

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As Higher Education funding may be challenged in future

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Time and money to enable effective PPIE to be conducted in a way which creates sustainable relationships

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good representation across the Faculty

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'under the radar'

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Engagement during the community festival?

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Engagement during the community festival?

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Wider community groups/students/young people

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engagement with schools to enhance understanding of PPIE

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Costly

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Section 1 and 2, I like the idea of a hub but how are you going to be able to link all the 'fragmented' PPIE resources to your HUB. Have you got the tech department on your side yet? and where is the funding for this coming from because I cannot see the tech department taking this on without funding? as I do not see this within the scope of the FBMH staffing knowledge base.

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Section 3 this is a tried and trusted method already and has been practice within a wide range of departments over the years, re my introduction, but has been on the wane recently, partly because the use of actors being predominant replacing the 'lived experience PPIE' volunteers that are available. So we need to re ignite the interest in lived experience PPIE volunteers.

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Section 4: All thumbs up for this one as our strength is our experience in PPIE, in all different walks of life, ages and experiences.

What we bring to the table is our own lives, not a pre rehearsed script.

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I think our aim's should remain the same in that we should remain a stable and strategic source of PPIE information that other can rely upon for leadership and information and be a source of experience within the PPIE field.

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While I feel a goal should always be achievable, sometimes a aim is not, its the wider picture I think we should be looking at rather than pin point a certain achievement, as these can sometimes cloud and distract us from what we are here for , which is to help and be a guidance for others with our PPIE experiences.

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I think to answer questions 2 and 4 together, our USP is our knowledge and experience and expertise in PPIE matters, but the problem we should look at is how to get our selves out there in the University, how to sell our PPIE to the rest of the University and make us the 'go to' for PPIE within the University.

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Question 3, all of them, but to tackle them all would be a huge task, I find it hard to name one to be honest, but I think maybe the group may need to discuss this in depth?

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Q5. I still think there should be a couple more PPIE members on the Forum as I still think that come the times of the meetings etc there is never 100 per cent attendance from the PPIE side and this is still out weighed by the staffing levels in attendance, so having a couple more PPIE members might balance the books as well, also it could contribute to the knowledge base we have and therefore be able to offer more broader knowledge and expertise base when consulted about PPIE matters.

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Q6. I do believe listening is a great skill and if we listen to what the outside / inside source are asking from us I think this may help us gather ideas on how we could best support them, what do they want from us?

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It would be good to think about how the acronym is understood by university staff/students who are not (yet) engaged in this type of activity

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Expert staff group

Perhaps CCEI Advisors?

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Lots of asks regarding reviewing of grants etc - is there a plan to have a time allocation for a combination of roles related to advising/consulting on SR related activities?

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I think there is some work to be done educating colleagues about what to expect - sometimes people contact us expecting that we will do their PPIE for the grant for them

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Could the awards still be retained - it's a good way to encourage staff/students and to highlight stories?

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Public contributors are invited to the SR Conference - we could put in a reward and recognition session? And have case study presentations? This fits well with partner enabled learning as well.

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Once you have the steering group set up, you could invite people who already do this kind of thing to be part of the wider community of practice? Then we will capture activity right across the Faculty and be clear that this is a consolidation exercise rather than stepping in / on current activity? (Ellen's point in the meeting)

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I think this will become much easier with the establishment of the ESG ie part of good practice which will be disseminated with the ESG.

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I think as an academic community we are used to peer review as part of our work culture, so it means that we are used to the process of responding to feedback and acting on it to make things better. I think we have a good base for co-creation and could do more to raise the quality and relevance of PPIE.

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With the headings covering academic and professional staff, could the layout be rearranged so a third category of lived-experience contributors is also represented more clearly?

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I would favour keeping PPI in the name of the forum as the term is known to colleagues who are less familiar with the area (e.g. thinking about PPI input for a grant application)