Delivery and evaluation of simulations to promote authentic and meaningful engagement in childhood disability research

Research Involvement and Engagement

Research

Gillian King¹  Angel Chu²  Nadia L. Tanel²  Dolly Menna-Dack²  Julia Kowal²  Kathryn Parker³  Samantha K. Micsinszki⁴  Michelle Phoenix⁴ 

[1] CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada;Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada;Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, ON, Canada;Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada;Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada;Centre for Advancing Collaborative Healthcare and Education (CACHE), University of Toronto, Toronto, Canada;Department of Paediatrics, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada;School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada;CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada;Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada;

关键词: Simulation;    Evaluation;    Patient engagement;    Family engagement;    Patient-oriented research;    Childhood disability;    Authentic;    Meaningful;   

DOI  :  10.1186/s40900-023-00468-9

 received in 2022-12-20, accepted in 2023-07-12,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundIn 2019, our interdisciplinary team of researchers, family members, and youth co-designed four simulation training videos and accompanying facilitation resources to prepare youth, family members, trainees, and researchers to build the knowledge and skills to engage in patient-oriented research (POR) authentically and meaningfully. Videos covered challenges in aspects of the research process including (1) forming a project team; (2) identifying project objectives and priorities; (3) agreeing on results; and (4) carrying out knowledge translation.MethodsThe purpose of the study was to deliver four simulation training videos across 2 two-hour facilitated workshops with researchers, trainees, and family partners. We evaluated whether the training videos and facilitated discussion of the simulations helped to improve knowledge and attitudes about authentic and meaningful partnership in research and self-perceived ability to engage in POR. An explanatory sequential two-phase mixed methods design was used. Phase 1 (quantitative) included two training workshops and a pre/post-training survey. Phase 2 (qualitative) included two qualitative focus groups. Results of each phase were analyzed separately and then combined during interpretation.ResultsSixteen individuals (including researchers/research staff, trainees, family members, clinicians) took part in this research study. Overall, participants were highly receptive to the training, providing high scores on measures of acceptability, appropriateness, and feasibility. While the training videos and facilitated discussion of the simulations were found to increase participants’ knowledge and ability to engage in authentic and meaningful POR, we found no significant change in attitude or intent. Recommendations about the simulation content and delivery were provided to inform for future use.ConclusionsThe simulations were found to be a positive and impactful way for collaborative research teams to build knowledge and ability to engage in authentic and meaningful POR. Recommendations for future work include covering different content areas with varying levels of nuance; and offering the training to stakeholders in a variety of roles, such as those higher-ranked academic positions.

【 授权许可】

CC BY   
© The Author(s) 2023

【 图 表 】

Fig. 2

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