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Phoenix M, Moll S, Vrzovski A, Bhaskar L, Micsinszki S, Bruce E, Mulalu L, Hossain P, Freeman B, Mulvale G, Consortium C. Advancing a collective vision for equity-based cocreation through prototyping at an international forum. Health Expect 2024; 27:e14041. [PMID: 38567877 PMCID: PMC10989061 DOI: 10.1111/hex.14041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2023] [Revised: 01/26/2024] [Accepted: 03/18/2024] [Indexed: 04/05/2024] Open
Abstract
BACKGROUND Cocreation has the potential to engage people with lived and living experiences in the design and evaluation of health and social services. However, guidance is needed to better include people from equity-deserving groups (EDGs), who are more likely to face barriers to participation, experience ongoing or historical harm, and benefit from accessible methods of engagement. OBJECTIVE The aim of this international forum (CoPro2022) was to advance a collective vision for equity-based cocreation. DESIGN A participatory process of engagement in experiential colearning and arts-based creative and reflective dialogue. Visual prototypes were created and synthesised to generate a collective vision for inclusive equity-based cocreation. SETTING AND PARTICIPANTS The Forum was held at the Gathering Place by the Grand River in Ohsweken, Ontario, Canada. A total of 48 participants attended the forum. They were purposely invited and have intersecting positionalities (21 academic experts, six experience experts, 10 trainees, and 11 members of EDGs) from nine countries (Bangladesh, Botswana, Canada, England, Italy, Norway, Scotland, Singapore, Sweden). COPRO2022 ACTIVITIES: CoPro2022 was an immersive experience hosted on Indigenous land that encouraged continuous participant reflection on their own worldviews and those of others as participants openly discussed the challenges and opportunities with engaging EDGs in cocreation activities. Visual prototypes and descriptions created in small groups were informed by participants' reflections on the panel presentations at the Forum and their own experiences with equity-based cocreation. Following the event, the authorship team inductively coded themes from the prototype descriptions and met to discuss the cross-cutting themes. These informed the design of an illustrated collective vision for Equity Based Co-Creation (EqCC). RESULTS Six prototypes were cocreated by each small group to illustrate their vision for EqCC. Within these, four cross-cutting themes were identified: (i) go to where people are, (ii) nurture relationships and creativity, (iii) reflect, replenish and grow, (iv) and promote thriving and transformation. These four themes are captured in the Collective EqCC Vision to guide a new era of inclusive excellence in cocreation activities. PATIENT OR PUBLIC CONTRIBUTION Service users, caregivers, and people with lived experience were involved in leading the design of the CoPro2022 and co-led the event. This included activities at the event such as presenting, facilitating small and large group discussion, leading art-based activities, and reflecting with the team on the lessons learned. People with lived experience were involved in the analysis and knowledge sharing from this event. Several members of the research team (students and researchers) also identified as members of EDGs and were invited to draw from their personal and academic knowledge.
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Affiliation(s)
- Michelle Phoenix
- School of Rehabilitation Sciences, CanChildMcMaster UniversityHamiltonOntarioCanada
| | - Sandra Moll
- School of Rehabilitation SciencesMcMaster UniversityHamiltonOntarioCanada
| | - Alexa Vrzovski
- Ahousaht First NationAhousatBritish ColombiaCanada
- Indigenous Project Coordinator, School of MedicineToronto Metropolitan UniversityTorontoOntarioCanada
| | - Le‐Tien Bhaskar
- Health Research Methods, Evidence, and Impact (Health Policy)McMaster UniversityHamiltonOntarioCanada
| | - Samantha Micsinszki
- School of Rehabilitation Sciences, CanChildMcMaster UniversityHamiltonOntarioCanada
| | - Emma Bruce
- School of Rehabilitation SciencesMcMaster UniversityHamiltonOntarioCanada
| | | | - Puspita Hossain
- Health Research Methods, Evidence, and Impact (Health Policy)McMaster UniversityHamiltonOntarioCanada
| | - Bonnie Freeman
- School of Social Work and Indigenous Studies DepartmentMcMaster University; Algonquin/Mohawk, Member of the Six Nations of the Grand RiverCanada
| | - Gillian Mulvale
- Health Policy and Management, DeGroote School of BusinessMcMaster UniversityHamiltonOntarioCanada
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Nguyen L, Pozniak K, Strohm S, Havens J, Dawe-McCord C, Thomson D, Putterman C, Arafeh D, Galuppi B, Ley AVD, Doucet S, Amaria K, Kovacs AH, Marelli A, Rozenblum R, Gorter JW. Navigating meaningful engagement: lessons from partnering with youth and families in brain-based disability research. RESEARCH INVOLVEMENT AND ENGAGEMENT 2024; 10:17. [PMID: 38317213 PMCID: PMC10845676 DOI: 10.1186/s40900-024-00543-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2023] [Accepted: 01/17/2024] [Indexed: 02/07/2024]
Abstract
BACKGROUND While patient and family engagement in research has become a widespread practice, meaningful and authentic engagement remains a challenge. In the READYorNot™ Brain-Based Disabilities Study, we developed the MyREADY Transition™ Brain-Based Disabilities App to promote education, empowerment, and navigation for the transition from pediatric to adult care among youth with brain-based disabilities, aged 15-17 years old. Our research team created a Patient and Family Advisory Council (PFAC) to engage adolescents, young adults, and parent caregivers as partners throughout our multi-year and multi-stage project. MAIN BODY This commentary, initiated and co-authored by members of our PFAC, researchers, staff, and a trainee, describes how we corrected the course of our partnership in response to critical feedback from partners. We begin by highlighting an email testimonial from a young adult PFAC member, which constituted a "critical turning point," that unveiled feelings of unclear expectations, lack of appreciation, and imbalanced relationships among PFAC members. As a team, we reflected on our partnership experiences and reviewed documentation of PFAC activities. This process allowed us to set three intentions to create a collective goal of authentic and meaningful engagement and to chart the course to get us there: (1) offering clarity and flexibility around participation; (2) valuing and acknowledging partners and their contributions; and (3) providing choice and leveraging individual interests and strengths. Our key recommendations include: (1) charting the course with a plan to guide our work; (2) learning the ropes by developing capacity for patient-oriented research; (3) all hands on deck by building a community of engagement; and (4) making course corrections and being prepared to weather the storms by remaining open to reflection, re-evaluation, and adjustment as necessary. CONCLUSIONS We share key recommendations and lessons learned from our experiences alongside examples from the literature to offer guidance for multi-stage research projects partnering with adolescents, young adults, and family partners. We hope that by sharing challenges and lessons learned, we can help advance patient and family engagement in research.
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Affiliation(s)
- Linda Nguyen
- School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, QC, Canada.
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada.
| | - Kinga Pozniak
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
- Patient and Family Advisory Council, CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Canada
| | - Sonya Strohm
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
| | - Jessica Havens
- Patient and Family Advisory Council, CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Canada
| | - Claire Dawe-McCord
- Patient and Family Advisory Council, CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Canada
| | - Donna Thomson
- Patient and Family Advisory Council, CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Canada
| | - Connie Putterman
- Patient and Family Advisory Council, CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Canada
| | - Dana Arafeh
- Patient and Family Advisory Council, CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Canada
| | - Barb Galuppi
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
| | - Alicia Via-Dufresne Ley
- The Research Institute of the McGill University Health Centre (RI-MUHC), Montreal, QC, Canada
| | - Shelley Doucet
- Nursing and Health Sciences, University of New Brunswick, Saint John, NB, Canada
| | - Khush Amaria
- CBT Associates (A CloudMD Company), Toronto, ON, Canada
| | | | - Ariane Marelli
- Department of Medicine, Faculty of Medicine, McGill University, Montreal, QC, Canada
| | - Ronen Rozenblum
- Division of General Internal Medicine and Primary Care, Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Jan Willem Gorter
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
- Department of Rehabilitation, Physical Therapy Science and Sports, UMC Utrecht Brain Center, University Medical Center Utrecht, Utrecht, The Netherlands
- Centre of Excellence for Rehabilitation Medicine, University Medical Center Utrecht and De Hoogstraat Rehabilitation, Utrecht, The Netherlands
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Kim L, Costello C, Golding MA, Janse van Rensburg C, Protudjer JLP, Wittmeier K. Determining the benefits and drawbacks of parents using personal connections and social networks for recruitment in research projects: a qualitative study. RESEARCH INVOLVEMENT AND ENGAGEMENT 2023; 9:58. [PMID: 37496063 PMCID: PMC10373347 DOI: 10.1186/s40900-023-00470-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 07/18/2023] [Indexed: 07/28/2023]
Abstract
BACKGROUND It is becoming more common for parents of children with chronic conditions to join research teams as partners. Parent partnerships can help align research with what is relevant and important to families. It is also common for parent partners to be asked to share information about a study through their personal networks, which supports study recruitment. In this parent-led study, we explored parents' experiences when working together with researchers in patient-oriented research studies, in relation to study recruitment. METHODS Demographic data were collected through a brief online survey (SurveyMonkey®) and analysed descriptively (n, %, median (interquartile range; IQR)). Qualitative data were collected through focus groups and interviews (July to October 2021), transcribed verbatim, and analysed thematically. Parent co-leads were involved in every stage of the study, including study design, recruitment, data collection, analysis, interpretation, and knowledge mobilization. RESULTS Fifteen parents (n = 14 women) who had research partnership experience participated in this study. Most (n = 13) participants self-identified as White or of European descent. The majority (n = 10) had partnered in 1-3 research projects, while five participants had partnered in 4 + projects. Parents had a median of 3 years (IQR: 5) of partnership experience. We identified the following three themes: motivations, authentic partnerships, and learned decision making. Each theme included reflections about recruitment, and about research partnership in general. Motivations included a personal connection to the research topic, a connection to the community impacted by the research topic, and a desire to create change. Authentic partnerships were important for a meaningful experience, and enhanced participant's willingness and ability to share study materials. Learned decision making reflected parents' evolving decisions and practices related to sharing study information or personal information to support research. We provide a summary of participants' recommendations for researchers who work with parent partners, and recommendations for parents as they approach research partnerships. CONCLUSIONS Experiences shared by parents who have partnered in research provide valuable information to inform recruitment methods and improve team functioning. Parent partners expressed a willingness to support recruitment and valued a strong research team working together for a common outcome. This study yields a set of recommendations guiding future research that engages parents as team members.
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Affiliation(s)
- Laesa Kim
- Family Liaison, BC Children's Hospital Research Institute, 938 W 28th Ave, Vancouver, BC, V5Z 4H4, Canada
| | - Carrie Costello
- Children's Hospital Research Institute of Manitoba, 715 McDermot Avenue, Winnipeg, MB, R3E 3P4, Canada
| | - Michael A Golding
- Children's Hospital Research Institute of Manitoba, 715 McDermot Avenue, Winnipeg, MB, R3E 3P4, Canada
- Department of Pediatrics and Child Health, Max Rady College of Medicine, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Chloé Janse van Rensburg
- Children's Hospital Research Institute of Manitoba, 715 McDermot Avenue, Winnipeg, MB, R3E 3P4, Canada
- Department of Pediatrics and Child Health, Max Rady College of Medicine, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Jennifer L P Protudjer
- Children's Hospital Research Institute of Manitoba, 715 McDermot Avenue, Winnipeg, MB, R3E 3P4, Canada
- Department of Pediatrics and Child Health, Max Rady College of Medicine, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
- Department of Food and Human Nutritional Sciences, Faculty of Agricultural and Food Sciences, University of Manitoba, Winnipeg, MB, Canada
- George and Fay Yee Centre for Healthcare Innovation, Winnipeg, MB, Canada
- Institute of Environmental Medicine, Karolinska Institutet, Stockholm, Sweden
| | - Kristy Wittmeier
- Children's Hospital Research Institute of Manitoba, 715 McDermot Avenue, Winnipeg, MB, R3E 3P4, Canada.
- Department of Pediatrics and Child Health, Max Rady College of Medicine, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada.
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McPhee PG, Pozniak K, Khetani MA, Campbell W, Dix L, Phoenix M. Establishing and sustaining authentic organizational partnerships in childhood disability research: lessons learned. RESEARCH INVOLVEMENT AND ENGAGEMENT 2023; 9:55. [PMID: 37474967 PMCID: PMC10360233 DOI: 10.1186/s40900-023-00466-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2023] [Accepted: 07/10/2023] [Indexed: 07/22/2023]
Abstract
There is an increased interest from both researchers and knowledge users to partner in research to generate meaningful research ideas, implement research projects, and disseminate research findings. There is accumulating research evidence to suggest the benefits of engaging children/youth with disabilities and their parents/families in research partnerships; however, less is known about the benefits of, and challenges to, engaging organizations as partners in research. The purpose of this commentary is to reflect on successful organizational partnership experiences from the perspectives of researchers at an internationally-recognized childhood disability research centre (CanChild), and to identify and share key ingredients for developing partnerships between organizations and academic institutions. A companion study is underway to examine partnership experiences with CanChild from the partners' perspective. Four CanChild researchers and two co-facilitators participated in a collaborative auto-ethnography approach to share experiences with organizational research partnerships and to reflect, interpret, and synthesize common themes and lessons learned. The researchers and facilitators met virtually via Zoom for 105 min. Researchers were asked to discuss the following: the formation of their organizational partnerships; if/how partnerships evolved over time; if/how partnerships were sustained; and lessons learned about benefits and challenges to building research partnerships with organizations. The meeting was recorded, transcribed verbatim, and analyzed by the facilitators to identify and synthesize common experiences and reflections. Multiple rounds of asynchronous reflection and feedback supported refinement of the final set of analytic themes. Researchers agreed that partnerships with organizations should be formed through a mutual interest, and that partnerships evolved by branching to include new organizations and researchers, while also involving trainees. Researchers identified the importance of defining roles and responsibilities of key individuals within each partnering group to sustain the partnership. Lessons learned from organizational partnerships included reciprocity between the partnering organization and academic institution, leveraging small pockets of funds to sustain a partnership over time, and building a strong rapport with individuals in a partnership. This commentary summarized lessons-learned and provided recommendations for researchers and organizations to consider when forming, growing, and sustaining research partnerships over time.
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Affiliation(s)
- Patrick G McPhee
- Department of Psychiatry and Behavioural Neurosciences, Health Sciences Centre, 3N26, McMaster University, 1280 Main Street West, Hamilton, ON, L8S 4K1, Canada.
- Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada.
- School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada.
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada.
| | - Kinga Pozniak
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
| | - Mary A Khetani
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
- Department of Occupational Therapy, University of Illinois Chicago, Chicago, IL, USA
| | - Wenonah Campbell
- School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
| | - Leah Dix
- School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
| | - Michelle Phoenix
- School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
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Micsinszki SK, Tanel NL, Kowal J, King G, Menna-Dack D, Chu A, Parker K, Phoenix M. Delivery and evaluation of simulations to promote authentic and meaningful engagement in childhood disability research. RESEARCH INVOLVEMENT AND ENGAGEMENT 2023; 9:54. [PMID: 37464394 DOI: 10.1186/s40900-023-00468-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Accepted: 07/12/2023] [Indexed: 07/20/2023]
Abstract
BACKGROUND In 2019, our interdisciplinary team of researchers, family members, and youth co-designed four simulation training videos and accompanying facilitation resources to prepare youth, family members, trainees, and researchers to build the knowledge and skills to engage in patient-oriented research (POR) authentically and meaningfully. Videos covered challenges in aspects of the research process including (1) forming a project team; (2) identifying project objectives and priorities; (3) agreeing on results; and (4) carrying out knowledge translation. METHODS The purpose of the study was to deliver four simulation training videos across 2 two-hour facilitated workshops with researchers, trainees, and family partners. We evaluated whether the training videos and facilitated discussion of the simulations helped to improve knowledge and attitudes about authentic and meaningful partnership in research and self-perceived ability to engage in POR. An explanatory sequential two-phase mixed methods design was used. Phase 1 (quantitative) included two training workshops and a pre/post-training survey. Phase 2 (qualitative) included two qualitative focus groups. Results of each phase were analyzed separately and then combined during interpretation. RESULTS Sixteen individuals (including researchers/research staff, trainees, family members, clinicians) took part in this research study. Overall, participants were highly receptive to the training, providing high scores on measures of acceptability, appropriateness, and feasibility. While the training videos and facilitated discussion of the simulations were found to increase participants' knowledge and ability to engage in authentic and meaningful POR, we found no significant change in attitude or intent. Recommendations about the simulation content and delivery were provided to inform for future use. CONCLUSIONS The simulations were found to be a positive and impactful way for collaborative research teams to build knowledge and ability to engage in authentic and meaningful POR. Recommendations for future work include covering different content areas with varying levels of nuance; and offering the training to stakeholders in a variety of roles, such as those higher-ranked academic positions.
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Affiliation(s)
- Samantha K Micsinszki
- School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Nadia L Tanel
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Julia Kowal
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Gillian King
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
- Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, ON, Canada
| | - Dolly Menna-Dack
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Angel Chu
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Kathryn Parker
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
- Centre for Advancing Collaborative Healthcare and Education (CACHE), University of Toronto, Toronto, Canada
- Department of Paediatrics, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
| | - Michelle Phoenix
- School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada.
- CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, ON, Canada.
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada.
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