Table 4 Respondents’ scores on feedback forms where 1 = least satisfied and 6 = most satisfied
| Â | Median Likert score (IQR) |
|---|---|
Module 1 (n = 19) | |
  Confidence in knowledge | |
  The basics of research methods in health research | 5 (4 to 6) |
  The basics of ethical issues in health research | 5 (4 to 5) |
  The work of Research Ethics Committees | 5 (4 to 6) |
  Confidence in practising/examining | |
  Ethical dilemmas in study proposals | 5 (4 to 6) |
  Potential weaknesses in research methods | 5 (4 to 5) |
Module 2 (n = 20) | |
  Confidence in knowledge | |
  The process to leading up to commencing research | 5 (4 to 5.75) |
  What information goes into a grant application form | 5 (4 to 5) |
  The role of the lay assessor in improving a grant application | 5.5 (4.25 to 6) |
  Roles in public involvement other than lay assessing | 5 (4.25 to 6) |
 Confidence in practising/examining | |
 Undertaking lay assessing of grant applications | 5 (4.25 to 6) |
Module 3 (n = 21) |  |
  Confidence in knowledge | |
  Where lay assessing post-funding fits in to process leading up to commencing research | 5 (5 to 6) |
  The range of materials that lay assessors may come across at the post-funding stage | 5 (5 to 6) |
  The meaning and importance of ‘informed consent’ (n = 20) | 6 (5 to 6) |
  The role of the lay assessor in improving a participant information sheet | 6 (5 to 6) |
 Confidence in practising/examining | |
  Undertaking lay assessing at the post-funding stage | 5 (5 to 6) |