Pre- training survey findings
The pre-training survey feedback revealed a diverse group of 13 participants whose responses indicated a wide range of education levels and life experience.
The questions were intended to find out each participant’s individual hopes and expectations, their current involvement, if any, future aspirations after the training and how they currently rated their level of confidence in their involvement in health research.
The three key expectations revealed for the majority of participants were to gain more knowledge and information in general about health research; to understand research methods and process; and to understand the workings of the PPI field better.
The participants’ responses indicated that their expectations matched the training stated goals and objective. Two participants however reported having no specific expectations, adding that they hoped the training would address that.
Less frequently reported areas of interest were to learn more about consultation, co-production, collaboration, learning to navigate the system, addressing the ‘tick box’ culture, and working and dealing with staff in NHS organisations.
Potential areas of choice for future involvement identified by participants included:
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designing and/or evaluating research projects
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joining panels
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opportunity to sit in on student research training
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assisting students in choosing research topics for their dissertation
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getting more proactive in influencing services
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getting involved in more research work
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studying for further qualifications
Post-survey training findings
The post training survey intended to find out whether the participants’ expectations had been met, what sort of things they had enjoyed, things they understood better, suggestions for change and their current level of confidence in involvement in future research.
Out of the 12 participants who were able to attend the second day, 10 reported that their expectations had been met, that their knowledge and information around PPI had improved and that they now had a better understanding of the research process. They also stated that they looked forward to more engagement and involvement. Two reported that though they had no set expectations, they had learned a lot.
All the participants reported that they enjoyed the group discussions most. Some enjoyed the informal atmosphere while others appreciated the way the delivery team was approachable, which made them feel welcome and at home.
Participants made a number of suggestions in terms of how the training package could be improved:
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the length of the training be shortened
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the training days could be brought closer
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slower introductions session and participants should have name badges
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better room arrangements so that everyone can see everyone else
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pace to slow down so that group discussions are not rushed
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participants to report their own group discussion findings
The main message was that participants had learned and understood a great deal more about the research process and had a better understanding of PPI.
Teaching observation findings
The teaching observation exercise focused on five main aspects of the teaching session
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a)
Course structure and delivery:
The sessions were very well delivered with clear audibility and a good communication style. The course content was of high quality and the presenter demonstrated a high degree of skill and knowledge in both content and facilitation techniques, with clear learning intentions.
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b)
Content, volume, quality and readability:
Although the content was of high quality, there was too much information and so the central messages were sometimes lost. Some slides were very busy and complex, while some were too small to see clearly making readability difficult for the participants.
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c)
Pace and understanding/assimilation:
Participants were given opportunities to ask questions and seek further clarifications but this was not taken up. The pace of the presentation was perceived to be speedy, and at times there was an observable need to finish off group work in a rush and move swiftly to the next topic and at such times, the opportunity for checking understanding and assimilation was left unexploited.
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d)
Group work discussions/balance between interaction participation:
Group work sessions were observed to be well facilitated. The discussions were all very lively and animated. However before answering the question posed or engaging with the given task, participants regularly required the questions/group work tasks to be repeated, rephrased and explained by the facilitators.
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e)
Effectiveness of the delivery/methods:
Some distraction of the group work discussions was observed as some participants became focused and overinvolved in discussing deficiencies and challenges related to PPI work or organisations. When this happened, the facilitators were observed to tactfully use facilitation techniques to successfully guide the discussion back to the topic under discussion. On both days, it was observed that participants’ sensitivities were respected at all times and due respect and consideration given to all contributions.
A supplementary issue through both days was the extent to which the ambiance of the room including lighting, heating and positioning of chairs, affected participants. There was no clear consensus, with the same temperature being considered too hot or too cold.
Although the observers felt that the central message was sometimes blurred, and there were inevitable diversions and distraction, overall, the objectives of the training were being addressed and met.
Individual post training interview findings
Of the 12 participants who had completed the training, 11 took part in the individual follow-up interview by telephone, email or face to face. The interview was focused at establishing whether on reflection, the participants could give a snap shot of:
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whether and how the training had helped
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whether they had had a chance to use the new knowledge
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what else could be included
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overall feel of level of confidence in volunteering for involvement
In terms of main things learnt, most of the participants reiterated what they had reported in the post training survey, which was that the research awareness training was informative, very well structured and very well delivered and was beneficial, even for new starters.
“In order to exert some real influence public involvement does need some understanding of the systems in which it operates” (participant 9)
Participants also held that the group discussions made it possible for them to learn more about research process from others who had had different life experiences and perspectives which was beneficial. Two participants expressed surprise at the complexity of research. One participant expressed concern about the level of distraction, volume of particular participants and domination of group discussions.
Participants generally reported that the training had helped improve their levels of confidence and had increased their scope of involvement.
“ … learning to formulate a topic [it] helps me with my presentation – I am not very good with writing, and people are probably not very happy with my pronunciation … . I am a more confident speaker now” (participant 8)
One participant now had time to think about other relevant issues that were not included in the survey or discussions. On reflection, the participant revealed a great sense pride, of achievement and enthusiasm for the future. These revelations show that the individual interviews brought out fresh feedback on aspects the participants had felt comfortable and free to report in a one to one interview.
Perceived levels of confidence
In the pre and post training surveys, and again during the interview, participants were asked to rate their level of confidence, from 0 to 10, 0 being no confidence and 10, feeling very confident: see Fig. 1.
Initially none of the participants perceived themselves as having no confidence. The lowest rating was two and the highest 10. The majority of participants felt their confidence had improved post training, and this confidence level appears not to have diminished over time.