Learning as an outcome of involvement in research: what are the implications for practice, reporting and evaluation?


Public involvement in research has evolved over the last two decades in a culture dominated by the principles of evidence-based medicine. It is therefore unsurprising that some researchers have applied the same thinking to involvement, particularly to involvement in research projects. This may explain why they tend to conceptualise involvement as an intervention, seek to evaluate its impact in the same way that treatments are tested, highlight the need for an evidence-base for involvement, and use the language of research to describe its practice and report its outcomes. In this article we explore why this thinking may be unhelpful.

Sam Goold,

27th March 2019

Visit resource



  • Evaluating involvement

Resource Type

  • Article

If you feel any of the information on this page needs amending or would like to request the deletion of this page, please review our privacy policy, which explains your options in relation to the right for correction and deletion under GDPR rules.