Table 3.
Impact of Community Member Curriculum on Confidence
| Training Session Learning Objectives | Pre-Test Confidence Mean (SD) | Post-Test Confidence Mean (SD) | Wilcoxon signed-rank test | Reporting Increased Confidence (%) |
|---|---|---|---|---|
| Types and Phases of Research Methods | ||||
| Identifying different types of research designs. (n = 6) | 3.6 (0.9) | 4.0 (0.7) | 0.157 | 67.0c |
| Gaining an understanding of the impact of patient/community stakeholder feedback. (n = 6) | 3.8 (0.8) | 4.2 (0.5) | 0.096 | 63.0c |
| Explaining how translation and dissemination fit into the overall research paradigm. (n = 6) | 3.4 (1.1) | 4.4 (0.6) | 0.059 | 67.0c |
| Emerging Research Roles and Opportunities | ||||
| Articulating the current and emerging roles that stakeholders can play in the research process. (n = 7) | 3.71 (1.1) | 4.7 (0.5) | 0.038b | 71.0c |
| Explaining the different phases of research in relation to community/stakeholder engagement. (n = 7) | 3.7 (1.1) | 4.7 (0.5) | 0.038b | 71.0c |
a
Data are means and standard deviations for level of confidence (1–very low to 5–very high) with training session learning objectives;
b
p ≤ 0.05;
c
Pre/post confidence rankings were the same for 1 to 2 trainees.