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Barbic S, Mallia E, Wuerth K, Ow N, Marchand K, Ben-David S, Ewert A, Turnbull H, Gao C, Ding X, Dhillon A, Hastings K, Langton J, Tee K, Mathias S. Implementing Foundry: A cohort study describing the regional and virtual expansion of a youth integrated service in British Columbia, Canada. Early Interv Psychiatry 2024; 18:877-887. [PMID: 38736277 DOI: 10.1111/eip.13538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Revised: 02/08/2024] [Accepted: 04/19/2024] [Indexed: 05/14/2024]
Abstract
AIM Integrated youth services (IYS) have been identified as a national priority in response to the youth mental health and substance use (MHSU) crisis in Canada. In British Columbia (BC), an IYS initiative called Foundry expanded to 11 physical centres and launched a virtual service. The aim of the study was to describe the demographics of Foundry clients and patterns of service utilization during this expansion, along with the impact of the COVID-19 pandemic. METHODS Data were analysed for all youth (ages 12-24) accessing both in-person (April 27th, 2018-March 31st, 2021) and virtual (May 1st, 2020-March 31st, 2021) services. Cohorts containing all clients from before (April 27th, 2018-March 16th, 2020) and during (March 17th, 2020-March 31st, 2021) the COVID-19 pandemic were also examined. RESULTS A total of 23 749 unique youth accessed Foundry during the study period, with 110 145 services provided. Mean client age was 19.54 years (SD = 3.45) and 62% identified as female. Over 60% of youth scored 'high' or 'very high' for distress and 29% had a self-rated mental health of 'poor', with similar percentages seen for all services and virtual services. These ratings stayed consistent before and during the COVID-19 pandemic. CONCLUSIONS Foundry has continued to reach the target age group, with a 65% increase in number of clients during the study period compared with the pilot stage. This study highlights lessons learned and next steps to promote youth-centred data capture practices over time within an integrated youth services context.
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Affiliation(s)
- Skye Barbic
- Foundry, Vancouver, British Columbia, Canada
- Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, British Columbia, Canada
- Providence Research, Vancouver, British Columbia, Canada
- Centre for Advancing Health Outcomes, Vancouver, British Columbia, Canada
| | | | | | - Nikki Ow
- Foundry, Vancouver, British Columbia, Canada
- Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, British Columbia, Canada
| | - Kirsten Marchand
- Foundry, Vancouver, British Columbia, Canada
- Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, British Columbia, Canada
- Centre for Advancing Health Outcomes, Vancouver, British Columbia, Canada
| | - Shelly Ben-David
- School of Social Work, Faculty of Health and Social Development, University of British Columbia Okanagan, Kelowna, British Columbia, Canada
| | | | | | - Chloe Gao
- Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
- Department of Experimental Medicine, University of British Columbia, Vancouver, British Columbia, Canada
- MD/PhD Program, University of British Columbia, Vancouver, British Columbia, Canada
| | - Xiaoxu Ding
- Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, British Columbia, Canada
| | - Avneet Dhillon
- Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, British Columbia, Canada
| | - Katherine Hastings
- Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
- School of Population and Public Health, University of British Columbia, Vancouver, British Columbia, Canada
| | | | - Karen Tee
- Foundry, Vancouver, British Columbia, Canada
| | - Steve Mathias
- Foundry, Vancouver, British Columbia, Canada
- Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
- Centre for Advancing Health Outcomes, Vancouver, British Columbia, Canada
- Department of Psychiatry, University of British Columbia, Vancouver, British Columbia, Canada
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Wayne K, MacNeill L, Luke A, Anthonisen G, McGavin C, Wilhelm L, Doucet S. Enhancing patient-oriented research training: participant perceptions of an online course. RESEARCH INVOLVEMENT AND ENGAGEMENT 2024; 10:93. [PMID: 39242586 PMCID: PMC11380321 DOI: 10.1186/s40900-024-00629-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2024] [Accepted: 08/21/2024] [Indexed: 09/09/2024]
Abstract
BACKGROUND 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. OBJECTIVE 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. METHODS 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. RESULTS 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). CONCLUSIONS 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.
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Affiliation(s)
- Katherine Wayne
- 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.
| | - Lillian MacNeill
- 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
| | - Alison Luke
- 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
| | - Grailing Anthonisen
- 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
| | | | - Linda Wilhelm
- 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
- The Canadian Arthritis Patient Alliance, Bloomfield, NB, Canada
| | - Shelley Doucet
- 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
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Harris H, Clarkin C, Rovet J, Crawford A, Johnson A, Kirvan A, Gruszecki S, Wang S, Soklaridis S. Meaningful engagement through critical reflexivity: Engaging people with lived experience in continuing mental health professional development. Health Expect 2023; 26:1793-1798. [PMID: 37365844 PMCID: PMC10485329 DOI: 10.1111/hex.13798] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2023] [Accepted: 06/08/2023] [Indexed: 06/28/2023] Open
Abstract
Engaging people with lived experience of mental health system encounters in the design and actualization of continuing professional development initiatives for mental health professionals can have transformative systemic impacts. Yet, despite evidence that involving people with lived experience benefits mental health professional education, far less focus has been placed on how to engage people with lived experience in continuing professional development initiatives. Tensions persist regarding the role of lived experience perspectives in continuing professional development, as well as how to establish people with lived experience as partners, educators and leaders in a thoughtful way. We propose that meaningful and equitable partnerships with people with lived experience can be realized by engaging in critical reflexivity and by systematically challenging assumptions. This paper explores three topics: (1) the current state of engagement with people with lived experience in continuing professional development initiatives; (2) barriers to meaningful engagement and (3) recommendations for using critical reflexivity to support the involvement and leadership of people with lived experience in continuing professional development for mental health professionals. PATIENT OR PUBLIC INVOLVEMENT: This viewpoint manuscript was co-designed and co-written by people with diverse lived and learned experiences. Each author's professional roles involve meaningfully and equitably partnering with and centring the perspectives of those with lived experience of mental health system encounters. In addition, approximately half of the authorship team identifies as having lived experience of accessing the psychiatric system and/or supporting family members who are navigating challenges related to mental health. These lived and learned experiences informed the conception and writing of this article.
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Affiliation(s)
- Holly Harris
- Department of EducationCentre for Addiction and Mental HealthTorontoOntarioCanada
| | - Chantalle Clarkin
- Talk Suicide CanadaCentre for Addiction and Mental HealthTorontoOntarioCanada
- Bloomberg Faculty of NursingUniversity of TorontoTorontoOntarioCanada
| | - Jordana Rovet
- Department of EducationCentre for Addiction and Mental HealthTorontoOntarioCanada
| | - Allison Crawford
- Talk Suicide CanadaCentre for Addiction and Mental HealthTorontoOntarioCanada
- Virtual Mental Health and OutreachCentre for Addiction and Mental HealthTorontoOntarioCanada
- Department of Psychiatry, Temerty Faculty of MedicineUniversity of TorontoTorontoOntarioUSA
| | - Andrew Johnson
- Department of EducationCentre for Addiction and Mental HealthTorontoOntarioCanada
| | - Anne Kirvan
- Talk Suicide CanadaCentre for Addiction and Mental HealthTorontoOntarioCanada
- Virtual Mental Health and OutreachCentre for Addiction and Mental HealthTorontoOntarioCanada
| | - Sam Gruszecki
- Department of EducationCentre for Addiction and Mental HealthTorontoOntarioCanada
| | - Stephanie Wang
- Department of EducationCentre for Addiction and Mental HealthTorontoOntarioCanada
- Virtual Mental Health and OutreachCentre for Addiction and Mental HealthTorontoOntarioCanada
- Health Out LoudTorontoOntarioCanada
| | - Sophie Soklaridis
- Department of EducationCentre for Addiction and Mental HealthTorontoOntarioCanada
- Department of Psychiatry, Temerty Faculty of MedicineUniversity of TorontoTorontoOntarioUSA
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Sheikhan NY, Kuluski K, McKee S, Hiebert M, Hawke LD. Exploring the impact of engagement in mental health and substance use research: A scoping review and thematic analysis. Health Expect 2023; 26:1806-1819. [PMID: 37282732 PMCID: PMC10485342 DOI: 10.1111/hex.13779] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 05/03/2023] [Accepted: 05/14/2023] [Indexed: 06/08/2023] Open
Abstract
BACKGROUND There is growing evidence demonstrating the impact of engaging people with lived experience (PWLE) in health research. However, it remains unclear what evidence is available regarding the impact of engagement specific to mental health and substance use research. METHODS A scoping review of three databases and thematic analysis were conducted. Sixty-one articles that described the impact of engagement in mental health and substance use research on either individual experiences or the research process were included. RESULTS Key topics include (a) the impact of engagement on individual experiences; (b) the impact of engagement on the research process; and (c) facilitators and barriers to impactful engagement. Studies largely focused on the perceived positive impact of engagement on PWLE (e.g., personal and professional growth, empowering and rewarding experience, feeling heard and valued), researchers (e.g., rewarding experience, deeper understanding of research topic, changes to practice), and study participants (e.g., added value, fostered a safe space). Engagement activities were perceived to improve facets of the research process, such as improvements to research quality (e.g., rigour, trustworthiness, relevance to the community), research components (e.g., recruitment), and the research environment (e.g., shifted power dynamics). Facilitators and barriers were mapped onto the lived experience, researcher, team, and institutional levels. Commonly used terminologies for engagement and PWLE were discussed. CONCLUSION Engaging PWLE-from consultation to co-creation throughout the research cycle-is perceived as having a positive impact on both the research process and individual experiences. Future research is needed to bring consistency to engagement, leverage the facilitators to engagement, and address the barriers, and in turn generate research findings that have value not only to the scientific community, but also to the people impacted by the science. PATIENT OR PUBLIC CONTRIBUTION PWLE were engaged throughout the scoping review process, including the screening phase, analysis phase, and write-up phase.
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Affiliation(s)
- Natasha Y. Sheikhan
- Institute of Health Policy, Management and EvaluationUniversity of TorontoTorontoOntarioCanada
| | - Kerry Kuluski
- Institute of Health Policy, Management and EvaluationUniversity of TorontoTorontoOntarioCanada
- Institute for Better Health, Trillium Health Partners
| | - Shelby McKee
- Centre for Addiction and Mental HealthTorontoOntarioCanada
| | | | - Lisa D. Hawke
- Centre for Addiction and Mental HealthTorontoOntarioCanada
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Dimitropoulos G, Singh M, Mushquash C, Kimber M, Hutt-MacLeod D, Moore EK, Perri A, Webb C, Norman L, Sauerwein J, Nicula M, Couturier J. TransitionED: A protocol for Co-designing and implementing Canadian practice guidelines for transitions for youth with eating disorders. EUROPEAN EATING DISORDERS REVIEW 2023. [PMID: 37690096 DOI: 10.1002/erv.3026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2023] [Revised: 06/16/2023] [Accepted: 08/17/2023] [Indexed: 09/12/2023]
Abstract
OBJECTIVE Limited guidelines inform the transition from paediatric to adult healthcare for youth and young adults (YYA) with eating disorders (EDs). This study will develop, implement, and evaluate Canadian Clinical Practice Guidelines for ED transition, including identifying the relevant measurement and evaluation tools for transition readiness and continuity of care. METHODS This study consists of three phases. Phase 1 involves conducting a scoping review of the evidence on transition interventions, outcomes, and measurement tools for YYA with EDs, along with guideline development using the modified Delphi method. Phase 2 identifies the contextual/cultural factors relevant to guideline implementation and co-designing an implementation protocol with governance committees and research partners. Phase 3 involves the application and evaluation of the proposed guide lines using the implementation protocol, and assessing the acceptability and feasibility of a prototype transition intervention in two Canadian paediatric ED programs. CONCLUSIONS Results will provide the knowledge needed to enhance the lives of YYA, improve the effectiveness of the ED care system, and support the scale of the transition guidelines across Canada. These guidelines will have international relevance by potentially informing the field on how to support young people with EDs transitioning in similar funding structures and systems of care.
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Affiliation(s)
- Gina Dimitropoulos
- Faculty of Social Work, University of Calgary, Calgary, Alberta, Canada
- Department of Psychiatry, University of Calgary, Calgary, Alberta, Canada
| | - Manya Singh
- Department of Psychiatry, University of Calgary, Calgary, Alberta, Canada
| | - Christopher Mushquash
- Department of Psychology, Lakehead University, Thunder Bay, Ontario, Canada
- Dilico Anishinabek Family Care, Fort William First Nation, Ontario, Canada
- Thunder Bay Regional Health Sciences Centre/Thunder Bay Regional Health Research Institute, Thunder Bay, Ontario, Canada
| | - Melissa Kimber
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario, Canada
- Offord Centre for Child Studies, McMaster University, Hamilton, Ontario, Canada
| | | | | | - Andrea Perri
- Child and Adolescent Addictions, Mental Health and Psychiatry Program, Alberta Health Services, Edmonton, Alberta, Canada
| | - Cheryl Webb
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario, Canada
| | - Lia Norman
- Department of Psychiatry, University of Calgary, Calgary, Alberta, Canada
| | - Jessica Sauerwein
- Department of Psychiatry, University of Calgary, Calgary, Alberta, Canada
| | - Maria Nicula
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario, Canada
| | - Jennifer Couturier
- Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Ontario, Canada
- Offord Centre for Child Studies, McMaster University, Hamilton, Ontario, Canada
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Hawke LD, Sheikhan NY, Roberts S, McKee S. Research evidence and implementation gaps in the engagement of people with lived experience in mental health and substance use research: a scoping review. RESEARCH INVOLVEMENT AND ENGAGEMENT 2023; 9:32. [PMID: 37170357 PMCID: PMC10176886 DOI: 10.1186/s40900-023-00442-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 04/28/2023] [Indexed: 05/13/2023]
Abstract
BACKGROUND There is growing recognition that engaging people with lived experience (PWLE) in mental health and substance use research improves the quality of the research in terms of relevance to the population and the feasibility of the work. Engagement also provides positive opportunities for research teams and the PWLE engaged. However, there are many gaps in the research on PWLE engagement. This scoping review synthesizes the gaps in the implementation of PWLE engagement and in the research on engagement as presented by research teams engaging PWLE in their work. METHOD A systematic electronic database search was conducted in 2022 for published articles on PWLE engagement in mental health and substance use research. Potential articles were screened for relevance. The search led to 49 final articles included in the review. The 49 articles were then coded using codebook thematic analysis to answer two research questions: (1) What are the research evidence gaps regarding the engagement of PWLE in mental health and substance use research?; and (2) What are the gaps in implementing PWLE engagement in mental health and substance use research? PWLE were engaged in the conduct of this review. RESULTS Results showed that research evidence gaps include further work on conceptualizing engagement; developing resources, tools, and practice recommendations to support research teams; increasing diversity in evaluations of engagement; and evaluating engagement, including its impact on the research, on PWLE, and on researchers. Implementation gaps included several broader institutional gaps and gaps in the day-to-day practice of engagement. CONCLUSIONS Despite progress in PWLE engagement in mental health and substance use research in recent years, research evidence and implementation gaps remain. Research teams are encouraged to consider these gaps and conduct research and implementation activities to address them in a rigorous manner.
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Affiliation(s)
- Lisa D Hawke
- Centre for Addiction and Mental Health, Toronto, ON, Canada.
- University of Toronto, Toronto, ON, Canada.
| | - Natasha Y Sheikhan
- Centre for Addiction and Mental Health, Toronto, ON, Canada
- University of Toronto, Toronto, ON, Canada
| | - Sara Roberts
- Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Shelby McKee
- Centre for Addiction and Mental Health, Toronto, ON, Canada
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Walsh CM, Jones NL, McCreath GA, Connan V, Pires L, Abuloghod L, Buchanan F, Macarthur C. Codevelopment and usability testing of Patient Engagement 101: a Patient-Oriented Research Curriculum in Child Health e-learning module for health care professionals, researchers and trainees. CMAJ Open 2022; 10:E872-E881. [PMID: 36195343 PMCID: PMC9544233 DOI: 10.9778/cmajo.20210336] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/05/2022] Open
Abstract
BACKGROUND Patient and family engagement is thought to improve the quality and relevance of child health research. We developed and evaluated the usability of Patient Engagement 101, an e-learning module designed to strengthen the patient-oriented research readiness of health care professionals, researchers, trainees and other stakeholders. METHODS The development of Patient Engagement 101 was co-led by a parent and a researcher and overseen by a diverse multistake-holder steering committee. The module was refined and evaluated using a mixed-methods usability testing approach with 2 iterative cycles of semistructured interviews, observations and questionnaires. We collected module feedback by way of semistructured interviews, the validated System Usability Scale, and satisfaction, knowledge and confidence questionnaires. Thematic coding of transcripts and field notes, informed by team discussions, guided the module revisions. RESULTS Thirty end-users completed usability testing (15 per cycle). In each cycle, we modified the module with respect to its content, learner experience, learner-centred design and aesthetic design. Participants were highly satisfied, and System Usability Scale scores indicated the module had the best imaginable usability. Substantial increases in the participants' knowledge test scores and the confidence to engage in patient-oriented research, but not self-rated knowledge, were observed after module completion. INTERPRETATION Codevelopment with patients and caregivers, and refinement through comprehensive end-user testing, resulted in a training resource with exceptional usability that improved knowledge and confidence to engage in patient-oriented research in child health. Patient Engagement 101 is openly available online, and the methods used to develop and evaluate it may facilitate the creation and evaluation of similar capacity-building resources.
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Affiliation(s)
- Catharine M Walsh
- Division of Gastroenterology, Hepatology and Nutrition (Walsh, Jones), Department of Clinical Dietetics (Connan), SickKids Learning Institute (Walsh), SickKids Research Institute (Walsh, Jones, McCreath, Abuloghod, Macarthur) and Canadian Child Health Clinician Scientist Program (Pires), The Hospital for Sick Children (Walsh, Jones, McCreath, Abuloghod, Buchanan, Macarthur); Departments of Paediatrics (Walsh, Jones, Macarthur) and Physiology (Jones), and The Wilson Centre for Research in Education (Walsh), Temerty Faculty of Medicine (Walsh, Jones, Macarthur); Institute of Health Policy, Management, and Evaluation (Walsh, Buchanan), University of Toronto, Toronto, Ont.
| | - Nicola L Jones
- Division of Gastroenterology, Hepatology and Nutrition (Walsh, Jones), Department of Clinical Dietetics (Connan), SickKids Learning Institute (Walsh), SickKids Research Institute (Walsh, Jones, McCreath, Abuloghod, Macarthur) and Canadian Child Health Clinician Scientist Program (Pires), The Hospital for Sick Children (Walsh, Jones, McCreath, Abuloghod, Buchanan, Macarthur); Departments of Paediatrics (Walsh, Jones, Macarthur) and Physiology (Jones), and The Wilson Centre for Research in Education (Walsh), Temerty Faculty of Medicine (Walsh, Jones, Macarthur); Institute of Health Policy, Management, and Evaluation (Walsh, Buchanan), University of Toronto, Toronto, Ont
| | - Graham A McCreath
- Division of Gastroenterology, Hepatology and Nutrition (Walsh, Jones), Department of Clinical Dietetics (Connan), SickKids Learning Institute (Walsh), SickKids Research Institute (Walsh, Jones, McCreath, Abuloghod, Macarthur) and Canadian Child Health Clinician Scientist Program (Pires), The Hospital for Sick Children (Walsh, Jones, McCreath, Abuloghod, Buchanan, Macarthur); Departments of Paediatrics (Walsh, Jones, Macarthur) and Physiology (Jones), and The Wilson Centre for Research in Education (Walsh), Temerty Faculty of Medicine (Walsh, Jones, Macarthur); Institute of Health Policy, Management, and Evaluation (Walsh, Buchanan), University of Toronto, Toronto, Ont
| | - Veronik Connan
- Division of Gastroenterology, Hepatology and Nutrition (Walsh, Jones), Department of Clinical Dietetics (Connan), SickKids Learning Institute (Walsh), SickKids Research Institute (Walsh, Jones, McCreath, Abuloghod, Macarthur) and Canadian Child Health Clinician Scientist Program (Pires), The Hospital for Sick Children (Walsh, Jones, McCreath, Abuloghod, Buchanan, Macarthur); Departments of Paediatrics (Walsh, Jones, Macarthur) and Physiology (Jones), and The Wilson Centre for Research in Education (Walsh), Temerty Faculty of Medicine (Walsh, Jones, Macarthur); Institute of Health Policy, Management, and Evaluation (Walsh, Buchanan), University of Toronto, Toronto, Ont
| | - Linda Pires
- Division of Gastroenterology, Hepatology and Nutrition (Walsh, Jones), Department of Clinical Dietetics (Connan), SickKids Learning Institute (Walsh), SickKids Research Institute (Walsh, Jones, McCreath, Abuloghod, Macarthur) and Canadian Child Health Clinician Scientist Program (Pires), The Hospital for Sick Children (Walsh, Jones, McCreath, Abuloghod, Buchanan, Macarthur); Departments of Paediatrics (Walsh, Jones, Macarthur) and Physiology (Jones), and The Wilson Centre for Research in Education (Walsh), Temerty Faculty of Medicine (Walsh, Jones, Macarthur); Institute of Health Policy, Management, and Evaluation (Walsh, Buchanan), University of Toronto, Toronto, Ont
| | - Lama Abuloghod
- Division of Gastroenterology, Hepatology and Nutrition (Walsh, Jones), Department of Clinical Dietetics (Connan), SickKids Learning Institute (Walsh), SickKids Research Institute (Walsh, Jones, McCreath, Abuloghod, Macarthur) and Canadian Child Health Clinician Scientist Program (Pires), The Hospital for Sick Children (Walsh, Jones, McCreath, Abuloghod, Buchanan, Macarthur); Departments of Paediatrics (Walsh, Jones, Macarthur) and Physiology (Jones), and The Wilson Centre for Research in Education (Walsh), Temerty Faculty of Medicine (Walsh, Jones, Macarthur); Institute of Health Policy, Management, and Evaluation (Walsh, Buchanan), University of Toronto, Toronto, Ont
| | - Francine Buchanan
- Division of Gastroenterology, Hepatology and Nutrition (Walsh, Jones), Department of Clinical Dietetics (Connan), SickKids Learning Institute (Walsh), SickKids Research Institute (Walsh, Jones, McCreath, Abuloghod, Macarthur) and Canadian Child Health Clinician Scientist Program (Pires), The Hospital for Sick Children (Walsh, Jones, McCreath, Abuloghod, Buchanan, Macarthur); Departments of Paediatrics (Walsh, Jones, Macarthur) and Physiology (Jones), and The Wilson Centre for Research in Education (Walsh), Temerty Faculty of Medicine (Walsh, Jones, Macarthur); Institute of Health Policy, Management, and Evaluation (Walsh, Buchanan), University of Toronto, Toronto, Ont
| | - Colin Macarthur
- Division of Gastroenterology, Hepatology and Nutrition (Walsh, Jones), Department of Clinical Dietetics (Connan), SickKids Learning Institute (Walsh), SickKids Research Institute (Walsh, Jones, McCreath, Abuloghod, Macarthur) and Canadian Child Health Clinician Scientist Program (Pires), The Hospital for Sick Children (Walsh, Jones, McCreath, Abuloghod, Buchanan, Macarthur); Departments of Paediatrics (Walsh, Jones, Macarthur) and Physiology (Jones), and The Wilson Centre for Research in Education (Walsh), Temerty Faculty of Medicine (Walsh, Jones, Macarthur); Institute of Health Policy, Management, and Evaluation (Walsh, Buchanan), University of Toronto, Toronto, Ont
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Henderson J, Courey L, Relihan J, Darnay K, Szatmari P, Cleverley K, Cheung A, Hawke LD. Youth and family members make meaningful contributions to a randomized-controlled trial: YouthCan IMPACT. Early Interv Psychiatry 2022; 16:670-677. [PMID: 34725926 PMCID: PMC9544385 DOI: 10.1111/eip.13232] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Revised: 09/02/2021] [Accepted: 10/19/2021] [Indexed: 01/29/2023]
Abstract
BACKGROUND There are growing calls to engage service users in research about issues relevant to them. Youth and family members can make meaningful contributions to research projects, improving quality and relevance. However, more information is needed on the contributions that youth and family members can make to various study designs. OBJECTIVE This paper describes the contributions that youth and family members have made to a multi-site pragmatic randomized-controlled trial, YouthCan IMPACT, and the way project-based engagement learnings accelerated change at the institutional level and beyond. RESULTS Youth and family members were full members of the project team, including the project's core governance and working groups. They contributed to project leadership, as funding co-applicants and as equal members of the governance team. They were also engaged in study design. Youth defined the primary outcome measure and contributed to decisions on all secondary measures. The service pathway was co-designed with youth and family members; for example, they guided the inclusion of peer support and a family member intervention as core service components. Study implementation contributions included ensuring a youth- and family-friendly research process and training research staff on working with youth and family members. Knowledge translation activities have included youth and family members as co-presenters and manuscript co-authors. The learnings from this trial have been leveraged to expand youth and family engagement at the institution and beyond. CONCLUSIONS Youth and family members make substantial contributions to complex research projects, including randomized-controlled trials, thereby improving project design, study implementation, associated interventions, and knowledge translation.
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Affiliation(s)
- Joanna Henderson
- Margaret and Wallace McCain Centre for Child, Youth and Family Mental Health, Centre for Addiction and Mental Health, Toronto, Canada.,Department of Psychiatry, University of Toronto, Toronto, Canada
| | | | - Jacqueline Relihan
- Margaret and Wallace McCain Centre for Child, Youth and Family Mental Health, Centre for Addiction and Mental Health, Toronto, Canada
| | - Karleigh Darnay
- Margaret and Wallace McCain Centre for Child, Youth and Family Mental Health, Centre for Addiction and Mental Health, Toronto, Canada
| | - Peter Szatmari
- Margaret and Wallace McCain Centre for Child, Youth and Family Mental Health, Centre for Addiction and Mental Health, Toronto, Canada.,Department of Psychiatry, University of Toronto, Toronto, Canada
| | - Kristin Cleverley
- Margaret and Wallace McCain Centre for Child, Youth and Family Mental Health, Centre for Addiction and Mental Health, Toronto, Canada.,Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, Canada
| | - Amy Cheung
- Department of Psychiatry, University of Toronto, Toronto, Canada.,Sunnybrook Health Sciences Centre, Toronto, Canada
| | - Lisa D Hawke
- Margaret and Wallace McCain Centre for Child, Youth and Family Mental Health, Centre for Addiction and Mental Health, Toronto, Canada.,Department of Psychiatry, University of Toronto, Toronto, Canada
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9
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Mathias S, Tee K, Helfrich W, Gerty K, Chan G, Barbic SP. Foundry: Early learnings from the implementation of an integrated youth service network. Early Interv Psychiatry 2022; 16:410-418. [PMID: 34008340 PMCID: PMC9292689 DOI: 10.1111/eip.13181] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 05/06/2021] [Accepted: 05/09/2021] [Indexed: 12/16/2022]
Abstract
AIMS To provide the first profile of the demographic and service characteristics of young people (aged 12-24 years) who access Foundry, a provincial network of integrated youth health and social service centres in British Columbia, Canada and to share early learnings about implementation and service innovation. METHODS Using a retrospective chart review, we conducted a census of all young people accessing a Foundry centre in a 'proof of concept' phase. Six centres were assessed between October 2015 and March 2018. Data included demographics, mental health service access history, service type the youth was seeking, and information about how they found out about the centre. RESULTS A total of 4783 young people presented during this proof of concept period, for a total number of 35 791 visits. The most frequently accessed category of service was mental health/substance use (57%) followed by physical health (25%). Young people were most likely to be female, aged 15-19, and White. Youth demographic characteristics showed an over-representation of Indigenous and LGBTQ2 youth and under-representation of males and youth aged 20-24. Youth were most likely to learn about Foundry from a friend (44%) or family member (22%). Most youth (58%) reported that they would have gone 'nowhere' if not for Foundry. CONCLUSIONS Foundry is a model of integrated health and social services delivery, focused on early intervention, prevention and accessibility, driven by the needs and priorities of young people and their families. Leveraging international integrated youth health service evidence, the model addresses urgent priorities in Canadian health service delivery.
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Affiliation(s)
- Steve Mathias
- Foundry, Providence Health Care, Vancouver, British Columbia, Canada.,Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada.,Department of Psychiatry, University of British Columbia, Vancouver, British Columbia, Canada.,Department of Psychiatry, Providence Health Care, St. Paul's Hospital, Vancouver, British Columbia, Canada.,Centre for Health Evaluation and Outcome Sciences, Vancouver, British Columbia, Canada.,Providence Health Care Research Institute, Vancouver, British Columbia, Canada
| | - Karen Tee
- Foundry, Providence Health Care, Vancouver, British Columbia, Canada
| | - Warren Helfrich
- Foundry, Providence Health Care, Vancouver, British Columbia, Canada
| | - Krista Gerty
- Foundry, Providence Health Care, Vancouver, British Columbia, Canada
| | - Godwin Chan
- Foundry, Providence Health Care, Vancouver, British Columbia, Canada
| | - Skye Pamela Barbic
- Foundry, Providence Health Care, Vancouver, British Columbia, Canada.,Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada.,Department of Psychiatry, University of British Columbia, Vancouver, British Columbia, Canada.,Centre for Health Evaluation and Outcome Sciences, Vancouver, British Columbia, Canada.,Providence Health Care Research Institute, Vancouver, British Columbia, Canada.,Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, British Columbia, Canada
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10
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Sheikhan NY, Hawke LD, Cleverley K, Darnay K, Courey L, Szatmari P, Cheung A, Henderson J. 'It reshaped how I will do research': A qualitative exploration of team members' experiences with youth and family engagement in a randomized controlled trial. Health Expect 2021; 24:589-600. [PMID: 33587827 PMCID: PMC8077141 DOI: 10.1111/hex.13206] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2020] [Revised: 01/12/2021] [Accepted: 01/17/2021] [Indexed: 12/24/2022] Open
Abstract
Background Engaging youth and family members as active partners in research and service design offers great promise in improving projects. In youth mental health, recent research has highlighted the value of youth and family engagement. However, research on the experience and impacts of engagement is sparse. Objective This study explores the project team's experience of youth and family engagement in the design and development of the YouthCan IMPACT randomized controlled trial and clinical service pathway design. Design Qualitative data collected using semi‐structured interviews and a focus group as part of the YouthCan IMPACT clinical trial were analysed to understand the impacts of engagement. Twenty‐eight team members were interviewed, including youth and family members. A qualitative content analysis was conducted, with a member checking process. Results Team members reported facilitators, barriers and impacts of youth and family engagement. Facilitators included a safe environment and strong procedures conducive to inclusion in co‐design. Barriers included logistical, structural and institutional constraints. Overall, team members found youth and family engagement to be valuable and to positively impact the research and service design process. Discussion and Conclusions Youth and family engagement played a critical role in research and clinical service pathway design. The team found that their involvement improved the quality of the research and service pathway through sustained and multifaceted engagement. Facilitators and barriers to engagement may serve to guide future engagement initiatives. Future research should evaluate the long‐term impact of early engagement and further focus on family engagement. Patient/Public Contribution Youth and family members were engaged in the data analysis and interpretation process.
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Affiliation(s)
| | - Lisa D Hawke
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada.,Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada
| | - Kristin Cleverley
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada.,Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, Canada
| | - Karleigh Darnay
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada
| | - Lynn Courey
- Sashbear Foundation, Toronto, Ontario, Canada
| | - Peter Szatmari
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada.,Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada
| | - Amy Cheung
- Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada.,Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada
| | - Joanna Henderson
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada.,Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada
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11
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Hawke LD, Darnay K, Brown M, Iyer S, Ben-David S, Khaleghi-Moghaddam M, Relihan J, Barbic S, Lachance L, Mathias S, Halsall T, Kidd SA, Soklaridis S, Henderson J. INNOVATE Research: Impact of a workshop to develop researcher capacity to engage youth in research. Health Expect 2020; 23:1441-1449. [PMID: 32902068 PMCID: PMC7752193 DOI: 10.1111/hex.13123] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2020] [Revised: 07/08/2020] [Accepted: 07/22/2020] [Indexed: 12/03/2022] Open
Abstract
Background Engaging youth in research provides substantial benefits to research about youth‐related needs, concerns and interventions. However, researchers require training and capacity development to work in this manner. Methods A capacity‐building intervention, INNOVATE Research, was co‐designed with youth and adult researchers and delivered to researchers in three major academic research institutions across Canada. Fifty‐seven attendees participated in this research project evaluating youth engagement practices, attitudes, perceived barriers, and perceived capacity development needs before attending the intervention and six months later. Results The intervention attracted researchers across various career levels, roles and disciplines. Participants were highly satisfied with the workshop activities. Follow‐up assessments revealed significant increases in self‐efficacy six months after the workshop (P = .035). Among possible barriers to youth engagement, four barriers significantly declined at follow‐up. The barriers that decreased were largely related to practical knowledge about how to engage youth in research. Significantly more participants had integrated youth engagement into their teaching activities six months after the workshop compared to those who were doing so before the workshop (P = .007). A large proportion (71.9%) of participants expressed the need for a strengthened network of youth‐engaged researchers; other future capacity‐building approaches were also endorsed. Conclusions The INNOVATE Research project provided improvements in youth engagement attitudes and practices among researchers, while lifting barriers. Future capacity‐building work should continue to enhance the capacity of researchers to engage youth in research. Researchers notably pointed to the need to establish a network of youth‐engaged researchers to provide ongoing, sustainable gains in youth engagement.
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Affiliation(s)
- Lisa D Hawke
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada.,University of Toronto, Toronto, Ontario, Canada
| | - Karleigh Darnay
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada
| | - Marion Brown
- Dalhousie University, Halifax, Nova Scotia, Canada
| | - Srividya Iyer
- McGill University, Montreal, Quebec, Canada.,ACCESS Open Minds, Canada.,Douglas Hospital Research Centre, Montreal, Quebec, Canada
| | - Shelly Ben-David
- University of British Columbia, Vancouver, British Columbia, Canada
| | | | | | - Skye Barbic
- University of British Columbia, Vancouver, British Columbia, Canada.,Foundry, British Columbia, Canada
| | - Lisa Lachance
- Dalhousie University, Halifax, Nova Scotia, Canada.,Wisdom2Action, Halifax, Nova Scotia, Canada
| | - Steve Mathias
- University of British Columbia, Vancouver, British Columbia, Canada.,Foundry, British Columbia, Canada
| | | | - Sean A Kidd
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada.,University of Toronto, Toronto, Ontario, Canada
| | - Sophie Soklaridis
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada.,University of Toronto, Toronto, Ontario, Canada
| | - Joanna Henderson
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada.,University of Toronto, Toronto, Ontario, Canada
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