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PurposeTo analyze and discuss the research on the public healthcare services (PHCS) through the lenses of coproduction/creation by systematizing the antecedents, the process enablers and the outcomes of coproduction/creation in terms of organizational and individual/patients factors.Design/methodology/approachA systematic review was performed based on 46 papers found in ISI Web of Science and Scopus databases following the Prisma Protocol for the search.FindingsThe results show that antecedents of coproduction/creation are connected to organizational/institutional capabilities (e.g. codesign of services or trust development) or patient/individual factors (e.g. physical and mental capabilities). The process of coproduction/creation relates with enablers, such as interactive and dynamic relationships between public care service providers and users. Finally, outcomes have diverse nature, namely quality of life, compliance, behavioral intentions, among others.Research limitations/implicationsThis study addresses the overlooked topic of coproduction/creation of value within PHCS. It contributes to public healthcare services literature wherein concepts of coproduction and cocreation of value are still on debate. It contributes to the transformative service research (TSR) by underlining that healthcare factors, processes and approaches may have a positive or negative (value codestructing) influence on the well-being. It yields crucial implications for PHCS.Originality/valueIt is the first attempt to systematize scientific knowledge on this topic, therefore conferring some novelty potential.

COVID-19 pandemic impacted the world dramatically and how communities and societies behaved. The purpose of this study was to explore lecturers' perspectives on emergency remote teaching, not only from technology-prone lecturers but encompassing contributions from disparate academic fields, which brought assorted experiences into the data. The qualitative study analyses the perspectives of 344 lecturers from 35 higher education institutions in Portugal instigated by the COVID-19 outbreak. The thematic analysis revealed three themes related to the advantages and disadvantages: the lecturing process, learning process, and life and society. Regarding the concerns, four themes emerged: learning process, self-regulation and compromising the future, resources, the assessment process, and well-being. Finally, solutions encompass three themes: pedagogy and innovation, normative framework, and digital literacy. With a special focus on the solutions, all these themes contribute to designing the structure of a training program for the 21st-century higher education lecturer, emphasizing the digital domain. The themes cluster in digital-based innovative pedagogies (mastering digital education software, active pedagogies for digital environments, lecturer posture in digital environments, "for-digital" studying material production, e-proctoring, and transferable competences besides the digital), and digital competences (transgenerational digital-base communication, webcam behavior, well-being in digital settings, and general digital competences).