Service users should be involved in every part of the research process, including analysis of qualitative research data such as interviews and focus groups. To enhance their participation, confidence and contributions, training and support for both the ‘professional’ researcher and lay member of public is essential. Historically this has taken a number of forms from short 1 day training sessions through to training spread out over several months. There currently is limited guidance on the quantity and content of such training sessions for Patient and Public Involvement (PPI) Partners. This paper discusses and explores the content and delivery of qualitative analysis training held over two sessions of 3 h duration to members of a University PPI group. The training was designed by experienced qualitative researchers and PPI partners based on available literature and research expertise. Training included the theory of qualitative research methods, and practical qualitative analysis coding skills. These skills were developed through the use of ‘mock’ interviews which participants practiced coding in supportive group sessions. Their feedback on the training is provided. One of the PPI partners subsequently went onto code data with a researcher working on a funded research study, and has reflected on both the training sessions and the subsequent analysis of the data. These reflections have been supplemented by reflections of the researcher who worked alongside the PPI partner, revealing that the process challenged perspectives and helped them view data through a service users eyes. A positive working relationship was central to this. Service users should be involved in every part of the research process to ensure that interventions are fit for those whom they are intended to help. Involving service users in analysing qualitative data such as focus groups and interviews has been recognised as particularly valuable. Older people have frequently been less involved in these initiatives. A wide range of training programmes have been proposed but there is currently limited guidance on the quantity and content of training sessions to support training Patient and Public Involvement (PPI) Partners. This paper discuses and explores the content and delivery of qualitative data analysis training to members of a University PPI Group. Existing literature on PPI in qualitative data analysis was reviewed by the research team and an outline programme was designed. This comprised of two three hour sessions held at an easily accessible venue familiar to members of the PPI group. The course included theories behind qualitative research methodology and methods, what is coding and how to code independently and as part of a research team using Thematic Analysis. A mock research question was generated and two mock interviews were completed, audio recorded and transcribed verbatim. This provided participants with real life experience of coding data. The session was positively reviewed and said to be interesting, enjoyable and provided a good overview of qualitative analysis. One of the PPI partners subsequently went onto code data with a researcher working on a funded research study, and has reflected on both the training sessions and the subsequent analysis of the data. These reflections have been supplemented by reflections of the researcher who worked alongside the PPI, revealing that the process challenged perspectives and helped them view data through a service users eyes. A positive working relationship was central to this. Feedback suggests that the training enabled PPI partners to become active members of the research team in qualitative data analysis. There is a need for further research into the optimal amount of training needed by PPI’s to participate as partners in qualitative analysis.

中文翻译：

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PPI合作伙伴定性数据分析培训的思考及其在实践中的实施

服务使用者应参与研究过程的每个部分，包括对定性研究数据的分析，例如访谈和焦点小组。为了增强他们的参与、信心和贡献，对“专业”研究人员和普通公众的培训和支持是必不可少的。从历史上看，这采取了多种形式，从短期的 1 天培训课程到分散在几个月内的培训。目前，针对患者和公众参与 (PPI) 合作伙伴的此类培训课程的数量和内容的指导有限。本文讨论并探讨了为大学 PPI 小组成员举办的两次为期 3 小时的定性分析培训的内容和交付。该培训是由经验丰富的定性研究人员和 PPI 合作伙伴根据现有文献和研究专业知识设计的。培训包括定性研究方法理论和实用的定性分析编码技能。这些技能是通过使用“模拟”访谈开发的，参与者在支持性小组会议中练习编码。提供了他们对培训的反馈。其中一个 PPI 合作伙伴随后与一名研究人员一起研究代码数据，该研究人员正在开展一项受资助的研究，并对培训课程和随后的数据分析进行了反思。这些反思得到了与 PPI 合作伙伴一起工作的研究人员的反思的补充，表明该过程挑战了观点并帮助他们通过服务用户的眼睛查看数据。积极的工作关系对此至关重要。服务使用者应该参与研究过程的每个部分，以确保干预措施适合他们打算帮助的人。让服务用户参与分析定性数据（例如焦点小组和访谈）被认为是特别有价值的。老年人通常较少参与这些举措。已经提出了广泛的培训计划，但目前关于培训课程的数量和内容的指导有限，以支持培训患者和公众参与 (PPI) 合作伙伴。本文讨论并探讨了对大学 PPI 小组成员的定性数据分析培训的内容和交付。研究团队对现有的关于 PPI 定性数据分析的文献进行了回顾，并设计了一个大纲程序。这包括两个三个小时的会议，在 PPI 小组成员熟悉的易于访问的场所举行。该课程包括定性研究方法和方法背后的理论，什么是编码以及如何独立编码以及作为使用主题分析的研究团队的一部分。生成了一个模拟研究问题，完成了两次模拟访谈，录音并逐字转录。这为参与者提供了编码数据的真实生活体验。会议得到了积极评价，据说很有趣，令人愉快，并提供了对定性分析的良好概述。随后，PPI 的一个合作伙伴与一名研究人员进行了一项受资助的研究，从而研究了代码数据，并对培训课程和随后的数据分析进行了反思。这些反思得到了与 PPI 一起工作的研究人员的反思的补充，表明该过程挑战了观点并帮助他们通过服务用户的眼睛查看数据。积极的工作关系对此至关重要。反馈表明，培训使 PPI 合作伙伴成为研究团队在定性数据分析方面的积极成员。需要进一步研究 PPI 作为合作伙伴参与定性分析所需的最佳培训量。揭示了该过程挑战了观点并帮助他们通过服务用户的眼睛查看数据。积极的工作关系对此至关重要。反馈表明，培训使 PPI 合作伙伴成为研究团队在定性数据分析方面的积极成员。需要进一步研究 PPI 作为合作伙伴参与定性分析所需的最佳培训量。揭示了该过程挑战了观点并帮助他们通过服务用户的眼睛查看数据。积极的工作关系对此至关重要。反馈表明，培训使 PPI 合作伙伴成为研究团队在定性数据分析方面的积极成员。需要进一步研究 PPI 作为合作伙伴参与定性分析所需的最佳培训量。