Foundations in Patient-Oriented Research is a course designed and piloted in Canada to help patients, researchers, health care professionals and health system decision-makers gain an introductory understanding of patient-oriented research, the research enterprise, and how to work in a team. The course curriculum was co-developed by a diverse group of people with different lived experiences and relevant expertise. The course is meant to be delivered in a ‘co-learning format’ with classes comprised of all the above stakeholder groups learning together. The purpose of this study was to explore the experiences of the project leaders, developers, facilitators and patient co-facilitators who were involved in the process of co-developing, piloting and revising the curriculum. Our findings suggest that co-developing a patient-oriented research curriculum increases its quality, uptake and credibility. The co-development process not only resulted in training that benefited the target learners, but it provided valuable learning experiences about patient-oriented research for the project leaders, developers, facilitators and patient co-facilitators. These findings and the resulting recommendations may provide guidance for other learning and development groups wishing to undertake a similar project. Background Foundations in Patient-Oriented Research is a course designed and piloted in Canada to build mutually beneficial relationships for conducting patient-oriented research by ensuring that relevant stakeholders – patients, researchers, health care professionals and health system decision-makers – have a common foundational understanding of patient-oriented research, the research enterprise, and team dynamics. The curriculum was co-developed by a group of patients, researchers, patient engagement experts and curriculum development experts and involved consultations with broader groups of the relevant stakeholders mentioned above. It was designed to be delivered in a ‘co-learning format’ with classes comprised of all stakeholder groups learning together. The purpose of this study was to explore the experiences of individuals involved in the process of co-developing, piloting and revising Foundations in Patient-Oriented Research. Methods An embedded case study was conducted with individuals who were involved in the co-development, pilot and revision of Foundations in Patient-Oriented Research. These individuals took on different roles during the curriculum development process, including project co-lead, developer, facilitator, and patient co-facilitator. The constant comparison method was used to inductively develop themes from the two focus group sessions. Results Discussions from the focus groups revealed the value of co-building the content, co-facilitating the course sessions, and the importance of the co-learning format. The training itself was perceived as valuable and the systematic approach to co-development was perceived as a success. Several barriers were identified, including the amount of resources, time and commitment required to complete the project. There was a notable tension between maintaining the integrity of the content and having the freedom to adapt it to local contexts. Over the course of the project, the project co-leads, developers and facilitators found that their own understanding of patient-oriented research deepened. Conclusions The findings of this study suggest that co-developing a patient-oriented research curriculum increases its quality, uptake and credibility. The co-development process not only resulted in training that benefited the target learners, but also built capacity for patient-oriented research within the project co-leads, developers, facilitators and patient co-facilitators. Our findings and recommendations may provide guidance for other learning and development groups wishing to undertake a similar project.

中文翻译：

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在加拿大共同建立以患者为导向的研究课程

Foundations in Patient-Oriented Research 是一门在加拿大设计和试行的课程，旨在帮助患者、研究人员、医疗保健专业人员和卫生系统决策者初步了解以患者为导向的研究、研究企业以及如何在团队中工作. 课程课程由具有不同生活经历和相关专业知识的不同群体共同开发。该课程旨在以“共同学习形式”提供，课程由上述所有利益相关者群体共同学习。本研究的目的是探讨参与共同开发、试点和修订课程过程的项目负责人、开发人员、促进者和患者共同促进者的经验。我们的研究结果表明，共同开发以患者为导向的研究课程可以提高其质量、吸收率和可信度。共同开发过程不仅产生了使目标学习者受益的培训，而且为项目负责人、开发人员、促进者和患者共同促进者提供了有关以患者为导向的研究的宝贵学习经验。这些发现和由此产生的建议可为希望开展类似项目的其他学习和发展小组提供指导。背景 以患者为中心的研究基础是一门在加拿大设计和试行的课程，旨在通过确保相关利益相关者——患者、研究人员、卫生保健专业人员和卫生系统决策者——对以患者为导向的研究、研究企业和团队动态有共同的基本理解。该课程由一组患者、研究人员、患者参与专家和课程开发专家共同开发，并涉及与上述相关利益相关者的更广泛群体的磋商。它旨在以“共同学习形式”提供，所有利益相关者团体共同学习的课程。本研究的目的是探索参与共同开发、试点和修订以患者为导向的研究基础的过程中个人的经验。方法 对参与共同开发的个人进行嵌入式案例研究，以患者为导向的研究基础的试点和修订。这些人在课程开发过程中扮演了不同的角色，包括项目共同领导、开发人员、促进者和患者共同促进者。不断比较的方法被用来归纳地发展两个焦点小组会议的主题。结果 焦点小组的讨论揭示了共同构建内容、共同促进课程会议的价值以及共同学习形式的重要性。培训本身被认为是有价值的，共同发展的系统方法被认为是成功的。确定了几个障碍，包括完成项目所需的资源量、时间和承诺。在保持内容的完整性和使其适应当地环境的自由之间存在显着的紧张关系。在项目过程中，项目的共同负责人、开发人员和促进者发现他们自己对以患者为导向的研究的理解加深了。结论 本研究的结果表明，共同开发以患者为导向的研究课程可提高其质量、吸收率和可信度。共同开发过程不仅产生了使目标学习者受益的培训，而且还建立了项目共同领导者、开发人员、促进者和患者共同促进者内部以患者为导向的研究的能力。我们的发现和建议可以为其他希望开展类似项目的学习和发展小组提供指导。该项目的共同负责人、开发人员和促进者发现，他们自己对以患者为导向的研究的理解加深了。结论 本研究的结果表明，共同开发以患者为导向的研究课程可提高其质量、吸收率和可信度。共同开发过程不仅产生了使目标学习者受益的培训，而且还建立了项目共同领导者、开发人员、促进者和患者共同促进者内部以患者为导向的研究的能力。我们的发现和建议可以为其他希望开展类似项目的学习和发展小组提供指导。该项目的共同负责人、开发人员和促进者发现，他们自己对以患者为导向的研究的理解加深了。结论 本研究的结果表明，共同开发以患者为导向的研究课程可提高其质量、吸收率和可信度。共同开发过程不仅产生了使目标学习者受益的培训，而且还建立了项目共同领导者、开发人员、促进者和患者共同促进者内部以患者为导向的研究的能力。我们的发现和建议可以为其他希望开展类似项目的学习和发展小组提供指导。结论 本研究的结果表明，共同开发以患者为导向的研究课程可提高其质量、吸收率和可信度。共同开发过程不仅产生了使目标学习者受益的培训，而且还建立了项目共同领导者、开发人员、促进者和患者共同促进者内部以患者为导向的研究的能力。我们的发现和建议可以为其他希望开展类似项目的学习和发展小组提供指导。结论 本研究的结果表明，共同开发以患者为导向的研究课程可提高其质量、吸收率和可信度。共同开发过程不仅产生了使目标学习者受益的培训，而且还建立了项目共同领导者、开发人员、促进者和患者共同促进者内部以患者为导向的研究的能力。我们的发现和建议可以为其他希望开展类似项目的学习和发展小组提供指导。