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The granting agencies ask that patient partners be integrated into the research teams and take part in the work. However, being a patient partner in a research team is a complex role that arouses a lot of dissatisfaction on both sides, even when the integration is successful. Indeed, the integration of a patient partner in a research team influences the roles of all members and requires that two-way learning occur for the teams to achieve their objectives. In a broad sense, this type of learning refers to the process of socialization. Specifically, two-way learning is for patient partners and healthcare professionals in research teams to share and develop new ideas by hearing each other’s stories, and to bridge the research skills gap for some and raising awareness of “on the ground” realities for others. Historically, researchers have approached socialization in their teams as a process of unidirectional learning of important and useful content for the integration of newcomers. However, the notion of mutual influence through two-way learning between newcomers and the rest of the team on the one hand, and between the rest of the team and newcomers on the other hand is a phenomenon that is little studied. This research aims to fill this theoretical and empirical void by providing answers to the following questions: How do researchers who are members of a research team including a patient partner learn from each other? What is learned? What is the impact on the effectiveness of the research team?



This project complies with the ethical rules for research involving human subjects.

  • Montfort Hospital Ethics Research Board | Certificate No (tbd) valid until (tbd).





Principal Invistigator

François Durand, University of Ottawa, Telfer School of Management Telfer


Pascaline Kamning Tala, University of Ottawa, Institut du savoir Montort


Marie-Eve Sanscartier, Montfort Hospital

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