Involving Service Users in a Problem Based Model of Teaching and Learning

Since the introduction of the new degree in social work in the UK, programmes have been developing ways to involve service users, using differing models. This paper will explore how service users can enhance the inquiry based model of teaching and learning while at the same time emphasising the belief that process and content in teaching and learning cannot be separated. It will also show how this approach, by involving service users as consultants, creates expertise and can provide a 'legitimate constituency' and thus allow for meaningful participation of service users at all levels of social work education.