ArticleResearch involvement and engagement2025
A pre-post evaluation of the Family Engagement in Research Course: does it increase perceived knowledge, abilities, and confidence in family engagement in neurodevelopmental disability and child health research?
Article in Research involvement and engagement, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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Who cites it
6 citing papers in PubMed.
- Building capacity for leadership in family engagement in neurodevelopmental disability and child health research: A qualitative evaluation of the Family Engagement in Research Leadership Academy.Research involvement and engagement · 2026Article
- Impact of a Health Research Training Program on Patient and Community Partners, and Researchers: A Qualitative Evaluation.Health expectations : an international journal of public participation in health care and health policy · 2026Article
- Understanding strengths, weaknesses, opportunities, and threats to organizational-level family engagement in two childhood-onset disability research organizations.Research involvement and engagement · 2026Article
- Learning and Sharing Together to Work Better Together: Service Providers' and Parents' Perceptions of the ENVISAGE-Integrated Programme.Child: care, health and development · 2026Article
- ENabling VISions And Growing Expectations (ENVISAGE): Co-development and feasibility of an "integrated" version of ENVISAGE for service providers and parents of children with neurodevelopmental disabilities.Pilot and feasibility studies · 2026Article
- Child health services research with the people who know best: experiences and lessons from CanChild's collaborations with families.Frontiers in public health · 2026Article
Corrections and comments
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Authors and funding
9 authors.
Funding
Abstract
backgroundThe Family Engagement in Research (FER) Course launched in 2018 for researchers and family members to co-learn the principles and practice of engagement in neurodevelopmental disability and child health research. The first six cohorts of the FER Course (2018-2021) were part of a pre-post evaluation to assess learners' perceptions and satisfaction of the FER Course, and the impact on their perceived knowledge, abilities, attitudes, and self-confidence in FER. This paper reports on the findings from this pre-post study.
methodsSixty-nine self-selected researchers and family members enrolled in the course completed pre-and post-evaluations; satisfaction was evaluated after the course only (n = 96). Data collection involved surveys with 10-point Likert Scale questions about experiences of the course, perceived knowledge, abilities, attitudes towards, and self-confidence in family engagement in research, and overall satisfaction. We conducted Wilcoxon rank sum to compare differences between researchers and family members' responses about self-confidence to engage, with the Wilcoxon signed rank tests used to evaluate change in outcomes from before to after the course. Open-ended survey responses were analyzed descriptively.
resultsThere were statistically significant increases in survey respondents' perceived knowledge, abilities, and self-confidence to engage in research. Positive attitudes towards FER were rated highly at baseline and post-test, with no significant change. Respondents reported high levels of satisfaction with the FER Course.
conclusionsThe FER Course meets the need for training both family members and researchers, so that they are equipped with the perceived knowledge, abilities, and confidence to collaborate in neurodevelopmental disability and child health research.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.