Royal College of Surgeons in Ireland
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Embedding formal and experiential public and patient involvement training in a structured PhD programme: process and impact evaluation

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posted on 2024-01-18, 17:27 authored by Maria Pierce, Louise Foley, Bridget KielyBridget Kiely, Aisling Croke, James LarkinJames Larkin, Susan SmithSusan Smith, Barbara ClyneBarbara Clyne, Edel Murphy

Background: Incorporating Public and Patient Involvement (PPI) into doctoral research is valued by PhD funders and scholars. Providing early career researchers with appropriate training to develop skills to conduct meaningful PPI involvement is important. The Health Research Board (HRB) Collaborative Doctoral Award in MultiMorbidity programme (CDA-MM) embedded formal PPI training in its structured education. The four participating PhD scholars established a PPI panel comprising people living with two or more chronic conditions, presenting an opportunity for experiential PPI training. This study aimed to evaluate the process and impact of embedding PPI training in a structured PhD programme.

Methods: This study was a longitudinal mixed-methods evaluation, conducted over 24 months (June 2020 to June 2022). A process evaluation provided an understanding of how PPI was embedded and explored the experiences of key stakeholders involved. An impact evaluation assessed the impact of embedding PPI training in the programme. Participants included PhD scholars, PPI contributors and PhD supervisors. The data collection and analysis was led by an independent researcher not aligned with the CDA-MM. Data collection methods included five focus groups, individual interviews (n = 6), an impact log, activity logs and group reflections. Qualitative data were analysed using thematic and content analysis and quantitative data analysed using descriptive statistics.

Results: Embedding formal and experiential PPI training in a structured PhD programme is feasible. Both approaches to training are fundamental to building PPI capacity. Involvement of an experienced and knowledgeable PPI lead throughout is perceived as critical. The PPI panel approach offered a good example of embedded consultation and worked well in a structured PhD programme, providing PhD scholars with ample opportunities for learning about PPI and its implementation. For PPI contributors, culture was the most important indicator of quality and was positively evaluated. Key roles for PhD supervisors were identified. Embedding formal and experiential PPI training impacted positively on many different aspects of individual PhD research projects and on PhD scholars as researchers. There were positive impacts for PPI contributors and PhD supervisors.

Conclusions: Embedding formal and experiential PPI training in a structured PhD programme is a novel approach. The evaluation has identified a number of lessons that can inform future doctoral programmes seeking to embed formal and experiential PPI training.

Funding

Health Research Board Ireland Collaborative Doctoral Award, Grant no. CDA-2018-003

History

Data Availability Statement

Not applicable

Comments

The original article is available at https://researchinvolvement.biomedcentral.com/

Published Citation

Pierce M, et al. Embedding formal and experiential public and patient involvement training in a structured PhD programme: process and impact evaluation. Res Involv Engagem. 2023;9(1):105.

Publication Date

24 November 2023

PubMed ID

37996882

Department/Unit

  • General Practice

Publisher

Springer Nature

Version

  • Published Version (Version of Record)