Table 2.

Summary of key findings and recommendations for future programmes

Summary of key findings from qualitative interviews and lessons leant	Input into future programmes
The variation of delivery mode was positively received during the programme	To incorporate varied delivery methods of information such as group work to keep participants engaged and allow learning within the group and also individually
Creative tasks—mixed feedback	Consider the task used for creative learning and group bonding. A task which is unrelated to the topics discussed during the programme
Understanding and using mindfulness—theory and practice positively received	To incorporate mindfulness throughout the programme, allowing room for practice and feedback
Group format positively received	Small group format, maximum 12 people per group. Allow time for group discussions, facilitation skills important to allow group to learn from each other as well as content of course
Regular breaks needed throughout day	To incorporate short regular 5–10 min breaks to be incorporated throughout day giving participants an opportunity to move, stretch
Positioning of chairs	Allow participants to position chair within the room or semicircle format, as for some limitations with posture made it difficult to sit and face the front
Topics were relevant	To incorporate all original topics (plus other outlined below) into the programme which are aimed at improving understanding and self-management of dystonia
Preintervention interviews revealed frustration with length of diagnosis	To add in topics on communication with healthcare professionals, as this was clearly an area leading to frustration and anxiety and impact on diagnosis
Preinterviews also highlighted the impact of dystonia on day-to-day living	To include topic on problem solving and planning incorporating case studies, scenarios and group work for learning and practice
Preintervention interviews revealed acceptance and coping as a particular area which was difficult	To incorporate specific elements related to acceptance and education of dystonia as well as coping strategies which could be explored as a group task