Supporting researchers to involve patient partners in health service research: Developing and assessing the feasibility and acceptability of a co-produced training programme for researchers

Background

Involving people and next of kin as patient partners in research can enhance research quality. Training researchers seems to be an effective way to support meaningful involvement of patient partners. Although guidance is increasingly available, Danish researchers lack support for implementing patient partner involvement. Providing a dedicated training programme for researchers could help them establish meaningful partnerships with patient partners.

Methods

This study aimed to develop and evaluate the feasibility and acceptability of a training programme designed to assist researchers in involving patient partners. The training programme was co-produced by researchers and patient partners, who are referred to as patient partner teachers. The development and feasibility phases were guided by the Medical Research Council’s framework for developing complex interventions and structured according to the six parameters of the didactic relationship model: ‘prerequisites for learning’, ‘learning goals’, ‘settings and conditions’, ‘learning process’, ‘educational content’, and ‘evaluation of learning’. Feasibility and acceptability were assessed through questionnaires completed by participants before, during, and after the training programme.

Results

The didactic relationship model provided a strong pedagogical basis for developing a training programme. The co-production process was effectively managed, with patient partner teachers reporting feeling involved throughout the project, especially in communication and partnership within the development team. A total of 32 participants, including researchers with various job titles, attended the training. Most participants indicated they had extensive research experience but limited knowledge of and confidence in involving patient partners. The training programme – which was customised to meet the needs of diverse participants and delivered in small groups – proved beneficial, boosting their confidence. Overall, the participants expressed satisfaction with the programme and enthusiasm for the patient partner teachers, and 85% would recommend the training to a colleague.

Conclusions

This training programme was feasible and addressed participants’ needs. The co-production process was essential for both developing and delivering the training. Future research should examine additional factors that encourage meaningful involvement of patient partners in the research process.