Fortuna Karen L, Marceau Skyla R, Kadakia Arya, Pratt Sarah I, Varney Joy, Walker Robert, Myers Amanda L, Thompson Shavon, Carter Katina, Greene Kaycie, Pringle Willie
Department of Psychiatry, Geisel School of Medicine, Dartmouth College, Lebanon, NH, United States.
Geisel School of Medicine, Dartmouth College, Concord, NH, United States.
JMIR Form Res. 2022 Feb 1;6(2):e29073. doi: 10.2196/29073.
Certified peer support specialists (CPS) have a mental health condition and are trained and certified by their respective state to offer Medicaid reimbursable peer support services. CPS are increasingly involved as partners in research studies. However, most research ethics training in the protection of human subjects is designed for people who, unlike CPS, have had exposure to prior formal research training.
The aim of this study is to explore the perspectives of CPS in completing the Collaborative Institutional Training Initiative Social and Behavioral Responsible Conduct of Research online training.
A total of 5 CPS were recruited using a convenience sample framework through the parent study, a patient-centered outcomes research study that examined the comparative effectiveness of two chronic health disease management programs for people with serious mental illness. Participants independently completed the Collaborative Institutional Training Initiative Social and Behavioral Responsible Conduct of Research online training. All participants completed 15 online modules in approximately 7-9 hours and also filled out a self-report measure of executive functioning (the Adult Executive Functioning Inventory [ADEXI]). Qualitative data were collected from a 1-hour focus group and qualitative analysis was informed by the grounded theory approach. The codebook consisted of codes inductively derived from the data. Codes were independently assigned to text, grouped, and checked for themes. Thematic analysis was used to organize themes.
Passing scores for each module ranged from 81%-89%, with an average of 85.4% and a median of 86%. The two themes that emerged from the focus group were the following: comprehension (barrier) and opportunity (facilitator). Participants had a mean score of 27.4 on the ADEXI.
The CPS perceived the research ethics online training as an opportunity to share their lived experience expertise to enhance current research efforts by nonpeer scientists. Although the CPS completed the online research ethics training, the findings indicate CPS experienced difficulty with comprehension of the research ethics online training materials. Adaptations may be needed to facilitate uptake of research ethics online training by CPS and create a workforce of CPS to offer their lived experience expertise alongside peer and nonpeer researchers.
认证同伴支持专家（CPS）自身患有精神疾病，经过各自所在州的培训和认证，可提供可获医疗补助报销的同伴支持服务。CPS越来越多地作为合作伙伴参与研究项目。然而，大多数保护人类受试者的研究伦理培训是为那些与CPS不同、曾接受过正规研究培训的人设计的。
本研究旨在探讨CPS对完成协作机构培训计划社会与行为研究责任行为在线培训的看法。
通过母研究采用便利抽样框架招募了5名CPS，母研究是一项以患者为中心的结局研究，考察了两种慢性健康疾病管理项目对严重精神疾病患者的比较效果。参与者独立完成协作机构培训计划社会与行为研究责任行为在线培训。所有参与者在大约7 - 9小时内完成了15个在线模块，并且还填写了一份执行功能的自我报告量表（成人执行功能量表[ADEXI]）。从1小时的焦点小组收集定性数据，并采用扎根理论方法进行定性分析。编码手册由从数据中归纳得出的代码组成。代码被独立分配到文本中，进行分组，并检查主题。采用主题分析来组织主题。
每个模块的及格分数在81% - 89%之间，平均为85.4%，中位数为86%。焦点小组中出现的两个主题如下：理解（障碍）和机会（促进因素）。参与者在ADEXI上的平均得分为27.4。
CPS将研究伦理在线培训视为一个分享其生活经验专业知识的机会，以加强非同伴科学家目前的研究工作。尽管CPS完成了在线研究伦理培训，但研究结果表明CPS在理解研究伦理在线培训材料方面存在困难。可能需要进行调整，以促进CPS接受研究伦理在线培训，并创建一支CPS队伍，以便他们能与同伴和非同伴研究人员一起分享其生活经验专业知识。
