Transcript Training needs of those involved in health and social care research

Training needs of those involved in
health and social care research.
Dawn-Marie Walker, Paul Leighton, Raksha Pandya,
Rose Clacy, Peter Cass.
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Introduction.
 To explore research training in social and
healthcare settings:
 specifically considering the different skills, insights,
agendas and gaps that all stakeholders bring to
this arena.
 also, to start to shape the training and PPI support
within the East Midlands RDS.
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Outline.
 PPI and research training.
[issues and concerns]
 A practical exercise – research scenarios.
[identifying training needs]
 Review and future directions.
[accessing training]
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A starting point ...
 “Being in favour of better public consultation or
more user involvement is rather like being against
sin; at a rhetorical level, it is hard to find
disagreement”
(Harrison & Mort (1998), Which champions, Which people).
 But … this disguises a range of issues &
complexity, for example:
 Why involve service users?
 Different types of service user involvement.
 Different stages, perspectives and agendas.
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Why involve service users?
 Patient and Public Involvement as a social technology
– a formal mechanism which legitimises research /
makes it work.
 How does it do this?
 With recall to notions of privileged knowledge.
 With recall to discourses of citizenship / social inclusion.
 With recall to funding requirements.
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Different types of involvement.
 Patient and Public Involvement prioritises research
done with or by (not to) service users.
 What form does this take?
 User driven research where service users set the research
agenda and manage the process.
 Collaborative research where service users are part of a
team undertaking the research.
 Consultative research where a research team might
consult service users to comment on the research.
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Different stages / different roles.
 Service users can play a range of roles in the research
process:
 At the start - generating ideas & prioritising topics.
 At the start – designing the study.
 Research data – designing research instruments.
 Research data – identifying participants, collecting data.
 Analysing data – designing analysis, analysing data.
 At the end - writing-up, disseminating, implementing.
 At the end – planning for the future.
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& so to research training.
 Despite these variations, and evident complexity, often
a one size fits all model for PPI training is offered.
 Often looking in only in one direction – at the skills
needs of service users - “research training for service
users is a key principle of successful involvement.” (TRUE
guidelines 2004).
 East Midlands RDS and training development.
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Workshop
Raksha Pandya
Rosemary Clacy
Peter Cass
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Instruction
In groups:
On the timeline sheet enter
The research training that either an Academic,
Consumer Advisor or Clinician may need at
different stages of the project
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Project Synopsis
 A population survey mailed to adults aged
≥50 who are registered at a local GP
practice (n4,000)
 The self reported survey is about
presence of knee pain, treatments and
medications.
 They want to follow this with some one-toone semi-structured interviews.
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A training timetable …
Starting up
Data collection
Data analysis
Dissemination
Academic
Public
Clinician
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Where to Access Research
Training
Dawn-Marie Walker
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Trent Research and
Development Support Unit
 Free!
 Training programme
 Short courses
 Workshops
 Consultation
 Collaboration
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UK Clinical Research Network
 Free!
 Associated with UKCRN studies
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Governance
PPI
Research Knowledge and Skills
Disease Specific Training
 Geographically wide
 1x to 4x per year per course
www.ukcrn.org.uk
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Other Sources
 College/University Courses
 Learning Beyond Registration
 Charities
 Involve
 In-House
www.rdlearning.org.uk
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Contact Details:
Dr. Dawn-Marie Walker
Trent RDSU
14th. Floor, The Tower
University of Nottingham
Nottingham NG7 2RD
Phone: 0115 82 30511
Email: [email protected]
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