Learning from experience: how lived, living and learned experiences can cocreate knowledge

Public involvement (also called patient and public involvement) has become widely advocated in health and social care research. The principle is that individuals with lived experience of the phenomena under study should not merely be research subjects, but partners in shaping research agendas, questions, methodologies, analysis and dissemination. Yet in practice, such involvement often remains tokenistic or under-resourced, risking reinforcing power imbalances rather than transforming them.1