Embedding PPIE Training in Postgraduate Cancer Research Education

Background Patient and Public Involvement and Engagement (PPIE) is increasingly recognized as a cornerstone of socially responsible research, enhancing relevance, transparency, and impact. Despite strong policy emphasis, researchers often report feeling under-prepared and higher education programs often lack structured opportunities to develop PPIE-related skills. This study evaluated the impact of embedding a dedicated PPIE training “course” within a taught MSc cancer research curriculum, aiming to improve communication skills, conceptual understanding, and attitudes toward engagement. Methods A qualitative design was adopted to capture in-depth student experiences. Seven self-selecting participants who completed six structured PPIE sessions took part in a single 60-minute focus group conducted via Zoom. Sessions included expert-led introductions, case study analysis, and interactive activities such as a “Dragon’s Den” proposal pitch, complemented by patient-led discussions. Data were transcribed verbatim and analysed thematically using Braun and Clarke’s six-phase framework. Two independent researchers coded transcripts, resolving discrepancies through discussion to enhance credibility. Results Participants reported gains in their ability to communicate complex scientific concepts to non-specialist audiences, including adapting language and considering context. The training increased conceptual clarity, enabling students to distinguish between public engagement and involvement, and reframed PPIE as integral to ethical cancer research. Participants highlighted impacts on their career trajectories and demonstrated professional development as more socially responsible cancer researchers. Barriers included timing conflicts with academic workload and lack of formal incentives, while enablers included patient-led sessions and interactive, authentic learning tasks. Conclusions Structured PPIE training strengthens communication skills, fosters empathy, and embeds co-production principles in early-career researchers. Although findings are based on a small, single-institution sample, they highlight the value of integrating PPIE into postgraduate curricula and aligning activities with assessment to normalize engagement as a core academic competency. Embedding authentic patient-partnered experiences early in training can catalyze cultural change, preparing graduates for collaborative research and aligning them with evolving funder priorities and workforce needs.