Table 4.
Respondents’ scores on feedback forms where 1 = least satisfied and 6 = most satisfied
| Median Likert score (IQR) | |
|---|---|
| Module 1 (n = 19) | |
| Confidence in knowledge | |
| The basics of research methods in health research | 5 (4 to 6) |
| The basics of ethical issues in health research | 5 (4 to 5) |
| The work of Research Ethics Committees | 5 (4 to 6) |
| Confidence in practising/examining | |
| Ethical dilemmas in study proposals | 5 (4 to 6) |
| Potential weaknesses in research methods | 5 (4 to 5) |
| Module 2 (n = 20) | |
| Confidence in knowledge | |
| The process to leading up to commencing research | 5 (4 to 5.75) |
| What information goes into a grant application form | 5 (4 to 5) |
| The role of the lay assessor in improving a grant application | 5.5 (4.25 to 6) |
| Roles in public involvement other than lay assessing | 5 (4.25 to 6) |
| Confidence in practising/examining | |
| Undertaking lay assessing of grant applications | 5 (4.25 to 6) |
| Module 3 (n = 21) | |
| Confidence in knowledge | |
| Where lay assessing post-funding fits in to process leading up to commencing research | 5 (5 to 6) |
| The range of materials that lay assessors may come across at the post-funding stage | 5 (5 to 6) |
| The meaning and importance of ‘informed consent’ (n = 20) | 6 (5 to 6) |
| The role of the lay assessor in improving a participant information sheet | 6 (5 to 6) |
| Confidence in practising/examining | |
| Undertaking lay assessing at the post-funding stage | 5 (5 to 6) |
Median Likert score with interquartile range (IQR) shown in brackets. Bold type indicates overarching themes