Wayne Katherine, MacNeill Lillian, Luke Alison, Anthonisen Grailing, McGavin Colleen, Wilhelm Linda, Doucet Shelley
Department of Nursing and Health Sciences, Centre for Research in Integrated Care, Hazen Hall 342, University of New Brunswick Saint John (UNBSJ), 100 Tucker Park Road, Saint John, NB, E2L 4L5, Canada.
Université de Sherbrooke, Sherbrooke, QC, Canada.
Res Involv Engagem. 2024 Sep 6;10(1):93. doi: 10.1186/s40900-024-00629-4.
Patient-oriented research is now widely regarded as key to improving health systems and patient outcomes. This shift toward meaningful patient involvement in health research has sparked a growing interest in patient-oriented research training across Canada. Yet some barriers to participation, including distance and scheduling constraints, may impede the provision of in-person patient-oriented research training. Virtual course delivery options may help surmount those barriers, as well as offer unique pedagogical advantages.
To help increase patient-oriented research training uptake, the research team adapted the Canadian Institutes of Health Research's (CIHR) Strategy for Patient-Oriented Research's Foundations for Patient-Oriented Research course to a virtual format. The course consists of three modules, which focus respectively on patient-oriented research, health research methods, and teamwork skills. The current evaluation of this virtual delivery examines how a diverse set of participants received the online course.
Course participants from a variety of professional backgrounds, including researchers, patients, clinicians, and policy decision-makers, were recruited from across Canada to participate in the adapted course. Participant and facilitator feedback was solicited via online surveys that were distributed shortly after the delivery of each module.
Over the span of the current project, the online course was delivered seven times across Canada. A total of 189 learners and 12 facilitators participated in the course. We received 89 completed feedback surveys in total. These included a total of 78 responses from learners, with 22 on Module 1, 32 on Module 2, and 24 on Module 3, in addition to 11 responses from facilitators. Overall, participants and facilitators were very satisfied with the course, indicating a successful adaptation from traditional to online delivery. Survey respondents were especially pleased with the course's co-learning elements, which exposed them to fresh perspectives and real patient voices, as well as ample opportunity for discussion. Some participants offered recommendations for minor course revisions. Future iterations of the course will reflect participant and facilitator feedback to enhance accessibility via minor changes to course format (e.g., shorter live sessions), content (e.g., more concrete examples), and workload (e.g., reduced pre-work requirements).
Sustainable and effective health care depends on health research that includes active partnerships across diverse populations. These collaborative relationships are fostered by strong capacity in patient-oriented research, which in turn hinges on widely accessible training opportunities. This online course overcomes common barriers to face-to-face training and offers the accessible, inclusive training environment required for sustained progress in patient-oriented research.
以患者为导向的研究如今被广泛视为改善卫生系统和患者治疗效果的关键。这种向让患者有意义地参与卫生研究的转变，在加拿大引发了对以患者为导向的研究培训日益浓厚的兴趣。然而，一些参与障碍，包括距离和时间安排限制，可能会阻碍提供面对面的以患者为导向的研究培训。虚拟课程交付选项可能有助于克服这些障碍，同时还具有独特的教学优势。
为了帮助增加以患者为导向的研究培训的参与度，研究团队将加拿大卫生研究院（CIHR）的以患者为导向的研究战略中的以患者为导向的研究基础课程改编为虚拟形式。该课程由三个模块组成，分别侧重于以患者为导向的研究、卫生研究方法和团队合作技能。对这种虚拟交付方式的当前评估考察了不同类型的参与者对在线课程的接受情况。
从加拿大各地招募了来自各种专业背景的课程参与者，包括研究人员、患者、临床医生和政策决策者，来参加改编后的课程。在每个模块交付后不久，通过在线调查征求参与者和主持人的反馈。
在当前项目期间，该在线课程在加拿大各地共授课七次。共有189名学习者和12名主持人参加了该课程。我们总共收到了89份完整的反馈调查问卷。其中包括学习者的78份回复，模块1有22份，模块2有32份，模块3有24份，此外还有主持人的11份回复。总体而言，参与者和主持人对该课程非常满意，表明从传统交付方式到在线交付方式的改编很成功。调查受访者对课程的共同学习元素特别满意，这些元素让他们接触到新的观点和真实的患者声音，以及充足的讨论机会。一些参与者提出了对课程进行小修订的建议。该课程的未来版本将反映参与者和主持人的反馈，通过对课程形式（例如，缩短直播课程时长）、内容（例如，增加更具体的例子）和工作量（例如，减少预习要求）进行小的更改来提高可及性。
可持续和有效的医疗保健依赖于包括不同人群之间积极合作关系的卫生研究。这些合作关系通过以患者为导向的研究方面的强大能力得以促进，而这又反过来取决于广泛可得的培训机会。这一在线课程克服了面对面培训的常见障碍，并提供了以患者为导向的研究持续进步所需的可及、包容的培训环境。
