Sammanfattning
User knowledge is important in education of mental health workers. This article presents a pedagogical action research project where service users have participated in reflection groups with students of interdisciplinary post-graduate education in mental health care. The purpose was to explore how the service users contributed to students’ learning regarding user knowledge, and also what the service users gained from co-reflecting with the students. The findings show that the service users challenged the students’ knowledge, if their user experiences were presented in a nuanced way. The service users, further, developed new perspectives of their roles, and deeper insight into their own personal history.