Embedding lived experience in healthcare education to improve accessibility and inclusion for people with disability

Abstract

Purpose: People with disability often encounter barriers in mainstream healthcare, including unmet needs, poor communication, and limited person-centred care. This study examines how participatory design can embed lived experience into healthcare education to enhance accessibility and inclusivity.

Materials and methods: A qualitative descriptive design was employed, drawing on interviews with people with disability and carers who contributed as design partners to a four-year health staff education project in regional Australia. Interview data were analysed using reflexive thematic analysis to identify patterns across accounts of project involvement and perceived impact.

Results: Participants reported that their involvement enhanced feelings of empowerment and respect, and they observed shifts in staff attitudes, empathy, and responsiveness. Project resources were perceived as more relevant and effective in addressing accessibility barriers. Nonetheless, participants highlighted concerns about sustaining these improvements, noting the risk of change diminishing without structural and organisational support.

Conclusions: The study demonstrates that participatory design strengthens healthcare education by embedding lived experience, fostering inclusive practice, and promoting cultural change. Sustainable impact, however, requires ongoing investment in lived experience leadership, training, and system-level reform. These findings contribute to the evidence base for disability-inclusive healthcare and are relevant to rehabilitation and health system development.

Keywords: Participatory design; disability; healthcare access; inclusivity; lived experience; person-centred care.