Courvoisier Melissa, Baddeliyanage Richelle, Wilhelm Linda, Bayliss Lorraine, Straus Sharon E, Fahim Christine
myBlueprint, 310 Davenport Rd, Toronto, ON, M5R 1K6, Canada.
Knowledge Translation Program, Li Ka Shing Knowledge Institute, St. Michael's Hospital, 209 Victoria St., Toronto, ON, M5B 1T8, Canada.
Res Involv Engagem. 2021 Oct 30;7(1):76. doi: 10.1186/s40900-021-00316-8.
In the past decade, patient-oriented research (POR) has been at the forefront of healthcare research in Canada because it has the potential to make research more meaningful and relevant to patient needs. Despite this growing emphasis on and expectation to conduct POR, there is limited guidance about how to apply POR in practice. To address this capacity building need, the Knowledge Translation (KT) Program and patient partners co-designed, delivered, and evaluated Partners in Research (PiR), a 2-month online course for patients and researchers to collectively learn how to conduct and engage in POR.
PiR was delivered to 4 cohorts of patients and researchers between 2017 and 2018. For each cohort, we evaluated the impact of the course on participants' knowledge, self-efficacy, intentions, and use of POR using surveys at 3 time points: baseline, post-course and 6-months post-course. We also monitored the process of course design and delivery by assessing implementation quality of the PiR course. Participants were asked to rate their satisfaction with course format, course materials, quality of delivery and their level of engagement via a 7-point Likert scale in the post-course survey.
A total of 151 participants enrolled in the PiR course throughout the 4 cohorts. Of these, 49 patients and 33 researchers (n = 82 participants) consented to participate in the course evaluation. Process and outcome evaluations collected over a 9-month period indicated that participation in the PiR course increased knowledge of POR concepts for patients (p < .001) and for researchers (p < .001) from pre-course to post-course timepoints. Likewise, self-efficacy to engage in POR increased from baseline to post-course for both patients (p < .001) and researchers (p < .001). Moreover, participants reported high levels of satisfaction with content, delivery and interactive components of the course.
The PiR course increased capacity in POR for both researchers and patients. This work enhances our understanding of how to design useful and engaging education opportunities to increase patient and researcher capacity in POR.
在过去十年中，以患者为导向的研究（POR）一直处于加拿大医疗保健研究的前沿，因为它有可能使研究更有意义且与患者需求相关。尽管对开展POR的重视和期望日益增加，但关于如何在实践中应用POR的指导却很有限。为满足这种能力建设需求，知识转化（KT）项目与患者合作伙伴共同设计、提供并评估了研究伙伴计划（PiR），这是一个为期两个月的在线课程，面向患者和研究人员，旨在共同学习如何开展和参与POR。
2017年至2018年期间，PiR面向4组患者和研究人员授课。对于每组人员，我们在3个时间点（基线、课程结束后和课程结束6个月后）通过调查评估该课程对参与者关于POR的知识、自我效能感、意图及应用的影响。我们还通过评估PiR课程的实施质量来监测课程设计和授课过程。在课程结束后的调查中，要求参与者通过7点李克特量表对课程形式、课程材料、授课质量及参与程度进行满意度评分。
4组人员中共有151名参与者报名参加了PiR课程。其中，49名患者和33名研究人员（共82名参与者）同意参加课程评估。在9个月期间收集的过程和结果评估表明，从课程前到课程后，参与PiR课程提高了患者（p <.001）和研究人员（p <.001）对POR概念的了解。同样，患者（p <.001）和研究人员（p <.001）参与POR的自我效能感从基线到课程后都有所提高。此外，参与者对课程内容、授课和互动环节的满意度很高。
PiR课程提高了研究人员和患者开展POR的能力。这项工作增进了我们对如何设计有用且引人入胜的教育机会以提高患者和研究人员开展POR能力的理解。
