Small Group Workshops Research Articles

The Effects of a Non-Technical Skills Training Program on Emotional Intelligence and Resilience in Undergraduate Nursing Students.

There is a growing body of research on emotional intelligence and resilience in nursing students. However, there is little evidence of the development of these variables in intervention programs. This study aims to analyze the effects of a non-technical skills training program in emotional intelligence and resilience. Sixty students in the second year of Nursing Education from a Spanish public university completed this psychoeducational course. The pre-experimental design was longitudinal with pre- and post-intervention evaluation. The course consisted of 12 sessions of classroom education, three small-group workshops and a set of individual activities. Results in the emotional intelligence dimensions showed that Clarity (t = 3.10, p = 0.003) and Repair (t = 3.59, p < 0.001) increased significantly after participation in the program. Furthermore, the participants had a higher Resilience index when they had completed the program, with a statistically significant difference from the pre-course mean (t = 2.83, p = 0.006). This non-technical skills training program was an effective method of improving emotional intelligence and resilience in nursing students. Therefore, its use is recommended as a psychoeducational strategy for training undergraduate nursing students, as it improves their personal and professional competencies, resulting in higher-quality care.

Priorities for content for a short-course on postoperative care relevant for low- and middle-income countries: an e-Delphi process with training facilitators.

SummaryMost surgical and anaesthetic mortality and morbidity occurs postoperatively, disproportionately affecting low‐ and middle‐income countries. Various short courses have been developed to improve patient outcomes in low‐ and middle‐income countries, but none specifically to address postoperative care and complications. We aimed to identify key features of a proposed short‐course addressing this topic using a Delphi process with low‐ and middle‐income country anaesthesia providers trained as short‐course facilitators. An initial questionnaire was co‐developed from literature review and exploratory workshops to include 108 potential course features. Features included content; teaching method; appropriate participants; and appropriate faculty. Over three Delphi rounds (panellists numbered 86, 64 and 35 in successive cycles), panellists indicated which features they considered most important. Responses were analysed by geographical regions: Africa, the Americas, south‐east Asia and Western Pacific. Ultimately, panellists identified 60, 40 and 54 core features for the proposed course in each region, respectively. There were high levels of consensus within regions on what constituted core course content, but not between regions. All panellists preferred the small group workshop teaching method irrespective of region. All regions considered anaesthetists to be key facilitators, while all agreed that both anaesthetists and operating theatre nurses were key participants. The African and Americas regional panels recommended more multidisciplinary healthcare professionals for participant roles. Faculty from high‐income countries were not considered high priority. Our study highlights variability between geographical regions as to which course features were perceived as most locally relevant, supporting regional adaptation of short‐course design rather than a one‐size‐fits‐all model.

Citizen advisory groups for the creation and improvement of decision aids: experience from two Swiss centers for primary care

BackgroundGuidelines for patient decision aids (DA) recommend target population involvement throughout the development process, but developers may struggle because of limited resources. We sought to develop a feasible means of getting repeated feedback from users.MethodsBetween 2017 and 2020, two Swiss centers for primary care (Lausanne and Bern) created citizen advisory groups to contribute to multiple improvement cycles for colorectal, prostate and lung cancer screening DAs. Following Community Based Participatory Research principles, we collaborated with local organizations to recruit citizens aged 50 to 75 without previous cancer diagnoses. We remunerated incidental costs and participant time. One center supplemented in-person meetings by mailed paper questionnaires, while the other supplemented meetings using small-group workshops and analyses of meeting transcripts.ResultsIn Lausanne, we received input from 49 participants for three DAs between 2017 and 2020. For each topic, participants gave feedback on the initial draft and 2 subsequent versions during in-person meetings with ~ 8 participants and one round of mailed questionnaires. In Bern, 10 participants were recruited among standardized patients from the university, all of whom attended in-person meetings every three months between 2017 and 2020. At both sites, numerous changes were made to the content, appearance, language, and tone of DAs and outreach materials. Participants reported high levels of satisfaction with the participative process.ConclusionsCitizen advisory groups are a feasible means of repeatedly incorporating end-user feedback during the creation of multiple DAs. Methodological differences between the two centers underline the need for a flexible model adapted to local needs.

Comparison of perceived educational value of an in-person versus virtual medical conference.

PurposeThough prior literature has shown that virtual conferences improve accessibility and provide a comparable educational experience, further research is required to characterize their educational value.MethodsIn this repeated cross-sectional study, demographic and survey data were compared between attendance perspectives for the in-person student-led internal medicine conference held in 2019 and subsequent virtual conference held in 2020.ResultsThere were 146 attendees at the in-person conference and 200 attendees at the online conference, in which 32 (22% response rate) and 52 responses (26% response rate) were gathered, respectively. Comparison of Likert Scale data via Mann-Whitney U Test revealed that learning objectives were better met in-person for the overall conference (p < 0.01) and didactic sessions (p < .05), but not for workshops, in which there was no significant difference. Survey takers noted the virtual conference to be more accessible on multiple factors, but felt as though their potential for interaction with other participants was more limited.ConclusionsResults indicate that though the virtual conference appeared more accessible to attendees, overall learning objectives for the conference and didactic sessions were better met in-person. Interestingly however, there was no observed difference in perceived educational value for small group workshops.

Namaste care delivered by caregivers of community-dwelling older adults with moderate to advanced dementia: A mixed methods study protocol.

The aim of this study is to adapt and evaluate the feasibility, acceptability, and preliminary effectiveness of a multisensory, psychosocial intervention called Namaste Care delivered by family and friend caregivers of community-dwelling older adults with moderate to advanced dementia. A multiphase mixed methods design combining quantitative and qualitative methods will be used. This study is composed of two phases. Phase 1 is guided by a qualitative description approach. Small group workshop sessions with 8-10 caregivers of community-dwelling older adults with moderate to advanced dementia will be conducted to adapt Namaste Care. In Phase 2, 10-20 caregivers will receive training and implement the adapted Namaste Care approach at home. A one group, before-after design will be used to evaluate feasibility, acceptability and preliminary effectiveness of the approach over 3months. Feasibility will be assessed using quantitative measures and acceptability will be explored using qualitative methods. Outcomes to evaluate preliminary effectiveness include quality of life (QoL), positive perceptions of caregiving, self-efficacy, and caregiver burden. There are currently few skill-building interventions that can be delivered by caregivers of people with moderate to advanced dementia at home. Caregivers should be involved in developing programs to enhance program relevance. This research will be the first to explore the feasibility of implementing the Namaste Care approach at home by caregivers. Study results will provide important information about the feasibility and preliminary effects of an adapted form of Namaste Care. This program has the potential to improve the QoL of caregivers and may prevent hospitalization or long-term care placement of older persons with moderate to advanced dementia. The revised Namaste Care program supports building the skills of caregivers so that their needs and the needs of older persons with dementia living at home are being addressed.

Factors influencing disaster risk and resilience education in Asian HEIs

Purpose Educational initiatives can provide the crucial foundation for capacity-building of stakeholders in the field of disaster risk management and disaster resilience. The purpose of this paper is to scope current initiatives to deliver disaster risk and resilience education (DRRE) in higher education institutions (HEIs) in Asia and explore factors that serve as barriers or as opportunities for promoting DRRE. Design/methodology/approach This study implemented mixed methods – scoping of existing programs of Asian universities, an online survey and a small-group workshop of Asian HEI representatives – and explored both the development and implementation phases of degree programs and coursework and other educational initiatives. Primarily involved were country partners of the Erasmus + CABARET network (CApacity-Building in Asia for Resilience EducaTion). Findings Results reflect that most of the existing formal degree programs are at the graduate level though a wide range of courses and research opportunities exist for both the undergraduate and graduate levels. Findings underscore the importance of institutional support from university leaders as a key factor for overcoming barriers, given the resources and logistics needed by DRRE as an interdisciplinary and multi-sectoral endeavor. Universities who participated in the small-group workshop gave mixed feedback on the level of adequacy of the potential drivers for DRRE, which indicates the need to level off capacities and expertise in the region. Originality/value This study provides a baseline assessment of DRRE currently lacking for the region, with recommendations for how to further build capacities of Asian HEIs.

East Tennessee State University James H. Quillen College of Medicine.

East Tennessee State University James H. Quillen College of Medicine.

Western Michigan University Homer Stryker M.D. School of Medicine.

Western Michigan University Homer Stryker M.D. School of Medicine.

University of South Alabama College of Medicine.

University of South Alabama College of Medicine.

After the Randomized Trial: Implementation of Community-Based Continence Promotion in the Real World.

Most women aged 65 and older have incontinence, associated with high healthcare costs, institutionalization, and negative quality of life, but few seek care. Mind over Matter: Healthy Bowels, Healthy Bladder (MOM) is a small-group self-management workshop, led by a trained facilitator in a community setting, proven to improve incontinence in older women. We used mixed methods to gather information on the real-world adoption, maintenance, and implementation of MOM by community agencies following a randomized controlled trial (RCT) that tested intervention effects on incontinence. Community agencies serving older adults in six Wisconsin communities. Community agency administrators and facilitators trained to offer MOM for the RCT. Investigators tracked rates of adoption (offering MOM in the 12 months following the RCT) and maintenance (offering MOM more than once in the next 18 months) in six communities. Individual interviews and focus groups (N = 17) generated qualitative data about barriers and facilitators related to adoption and maintenance. Trained observers assessed implementation fidelity (alignment with program protocol) at 42 MOM sessions. A total of 67% of communities (four of six) adopted MOM, and 50% (three of six) maintained MOM. No implementation fidelity lapses occurred. Facilitators of adoption and maintenance included MOM's well-organized protocol and lean time commitment, sharing of implementation efforts between partner organizations, staff specifically assigned to health promotion activities, and high community interest in continence promotion. Other than stigma associated with incontinence, barriers were similar to those seen with other community-based programs for older adults: limited funding/staffing, competing organizational priorities, challenges identifying/training facilitators, and difficulty engaging community partners/participants. Using design for dissemination and community engagement, assessment of implementation outcomes is feasible in conjunction with a clinical RCT. Partner-centered implementation packages can address barriers to adoption and maintenance.

Retrieval practice facilitation of family psychoeducation in people with early psychosis

BackgroundProviding early psychosis (EP) individuals with family psychoeducation (FPE) can reduce symptoms and improve clinical outcomes. However, relational memory problems may limit prospective utilization of FPE information. This study examines whether memory for FPE can be improved by testing participants during the initial FPE workshop presentation. MethodData were obtained from 20 people with EP and 20 demographically matched healthy comparison subjects (HC). During session one, FPE was presented in small group workshops, with half of the information re-studied twice (re-study condition) and the remaining information tested twice using cued recall tasks (retrieval practice condition). One week later (session two), delayed cued recall was tested for all FPE information. “Testing effects” (i.e., better memory following retrieval practice versus re-study) were examined across all items (standard analysis) and also limited to items successfully retrieved during session one (conditionalized analysis). ResultsHC had better initial recall and learned more over the two retrieval practice trials than EP. However, HC also lost more information than EP over the one-week delay. Both groups produced a significant testing effect. This effect was smaller in EP versus HC across all test items, but did not differ for the conditionalized analysis. Negative symptoms were inversely correlated with delayed cued recall in EP. ConclusionsEP participants benefit from retrieval practice, with participants with less severe negative symptoms showing the greatest benefit. These results encourage use of memory tests during group psychoeducation to improve subsequent long-term recall of clinically relevant information.

Workshopping: Exploring the Entanglement of Sites, Tools, and Bodily Possibilities in an Academic Gathering

The craftsperson’s workshop, the academic workshop – how comparable are they? Historically, craft workshops have been sites of sustained cooperation, imbued with elaborate social rituals and hierarchies, and are considered places of experimentation. Through close engagement with materials, tools, places, and other bodies, the body itself is acknowledged as a ‘learning’ and ‘knowing’ entity (Sennett 2008). Academic workshops, similarly, have rituals and hierarchies, and aspire to be experimental venues. Framed as cerebral affairs, however, their embodied dimension is far subtler and easier to overlook. This video essay focuses on an academic workshop that took place in Maastricht, in the Netherlands, in July 2018. The workshop focused on teaching and learning, particularly attending to how learning is related to the environment in which we learn, how materials and sensorality influences the development of embodied skills, and how technologies and global contexts shape learning. Over four days, 40 participants – all academics or practitioners – ran or participated in panel discussions, movement and object exercises, practical workshops, and a public event which delved into this topic, exploring how it related to their academic work. The main venue choice was very specific – a hotel school completely staffed by hospitality students. We learned alongside them. It was, in some sense, a skillshare workshop. We took seriously the assertion that making and performing are also acts of thinking, and that meaning is created and expressed in multiple modes (Kress 2010, Brown and Banks 2014, Kullman 2014); the workshop was inherently interactive, often using experiments and exercises to structure dialogue in creative ways, and involved contributions from makers and other practitioners. This video essay uses closely-observed insights which emerged from the video of the event, to consider what this workshop on learning and embodiment offers to thinking about the nature of the academic workshop more broadly, and its potential relationship to the kinds of craft workshops Sennett describes. It speaks in conversation with literature which recognises a relationship between bodies, environments, and materials in knowing about the world (eg. Pink 2017, Lave 2019, Ingold 2013) also drawing on literature which explores the nature of how we gather (Parker 2019). It adds new insights through exploring three themes from the small group workshops that aren’t always prominent in the literature – that are perhaps difficult to explicate in words – framing the workshop as a place of learning and apprenticeship: fumbling, traces of places, and the tactile-digital. Through reference to these themes, the videos link academic experimentation and embodied learning. And while these themes all emerge in the literature above, the video component reveals the extent to which we found them to be entangled – bodies with places, with materials, with digital landscapes. This palimpsest of interactions, and how they are inter-related, is difficult to recognise in a written treatment.

A Critical Appraisal and Targeted Intervention of the Oncology Experience in an Internal Medicine Residency.

Most oncology education is provided to residents on an inpatient oncology service, with limited outpatient exposure. There exists considerable need to develop effective education strategies to teach resident physicians basic concepts in oncology. We created a 2-hour small-group interactive workshop, using interactive cases, followed by a number of questions regarding curability, survival, and possible treatment options. All residents were asked to fill out optional questionnaires before and after this workshop. A total of 64 residents participated in this study with an average of 16 residents per session. Significant deficits in knowledge were identified, and prognosis was estimated correctly by 40% of residents when presented with a variety of clinical scenarios. We demonstrated an increase in comfort level in basic oncology concerns, comfort level at estimating prognosis, and managing toxicity based on pre- and post-level testing. Our results confirm that the oncology inpatient rotation may not be adequate in educating residents. The format of our workshop demonstrates that it is possible to create and implement a focused intervention with fairly limited resources. This can serve as a platform for evaluation of oncology medical education of internal medicine residents at other institutions.

Can a modified theory of planned behavior explain the effects of empowerment education for people with type 2 diabetes?

Background:The effectiveness of the Patient Empowerment Program (PEP) has been demonstrated in people with diabetes mellitus (DM); however, the underlying reasons for its effectiveness remain unclear. To improve effectiveness, we need to study the psychological mechanism(s) of PEP to understand why it is effective. This study hypothesized that the Theory of Planned Behavior (TPB), modified specifically for people with DM, could describe the mechanism explaining PEP effects.Methods:A longitudinal design was used. Patients with type 2 DM (n = 365; 151 males; mean age = 62.9 ± 9.6 years) received two education sessions (i.e. seminars delivered by registered nurses to provide disease-specific knowledge), and some (n = 210) further enrolled afterwards in five empowerment sessions (i.e. small-group interactive workshops conducted by social workers to practice action planning, problem solving, and experience sharing). Validated questionnaires were used to measure risk perception, health literacy, attitude, subjective norm, perceived behavioral control and behavioral intention on diabetes self-care behaviors, and four diabetes self-care behaviors (diet control, exercise, blood glucose monitoring, and foot care) at baseline. Three months later (i.e. at the end of PEP), all participants completed the behavioral intention and diabetes self-care behaviors measures again. Attitude, subjective norm, perceived behavioral control, behavioral intention, and diabetes self-care behaviors were assessed to represent the TPB constructs. Risk perception and health literacy elements relevant to people with DM were assessed and added to modify the TPB.Results:The behavioral intention was associated with three diabetes self-care behaviors: exercise, blood glucose monitoring, and foot care. The behavioral intention was found to be a significant mediator in the following relationships: empowerment session participation and exercise (β = 0.045, p = 0.04), and empowerment session participation and foot care (β = 0.099, p < 0.001).Conclusions:The effects of enrollment of empowerment sessions in PEP on exercise and foot care were likely to be mediated through behavioral intention.

Implementing an established musculoskeletal educational curriculum in a new context: a study of effectiveness and feasibility

ABSTRACT Background: Musculoskeletal (MSK) problems are common, yet many primary care (PC) providers feel inadequately trained to manage these conditions. Previous studies describe successful MSK educational innovations at single sites, but none have reported on subsequent attempts to replicate or adapt these innovations to new contexts. This article presents a study of a national Veterans Affairs MSK training program modified to fit an existing PC educational program. Objectives: (1) To evaluate the effectiveness and feasibility of an adapted MSK curriculum in a new context. (2) To provide a model for adaptation studies in health professions education. Design: A national MSK shoulder and knee curriculum was adapted for San Francisco VA PC trainees, which included a small-group workshop and workplace learning within a newly-created MSK clinic. Effectiveness was evaluated by assessments of trainee confidence in exam and injection skills (via 5-point Likert scale) and faculty-observed performance of knee and shoulder exams (reported as percent of maximum possible score). Feasibility was evaluated by determining acceptability of the program to PC trainees (via 5-point Likert scale) and ability to implement the curriculum using local resources. Results: 52 trainees completed the training during a 2-year period. Trainees’ confidence in MSK exam skills improved from 3.3 to 4.5 for shoulder, and from 3.5 to 4.6 for knee. Confidence performing joint injections improved from 2.6 to 4.2 (shoulder) and 2.5 to 4.5 (knee) (p < 0.001 for all). Observed performance improved markedly – from 50% to 92% for shoulder, and 57% to 90% for knee. Feasibility was evident in high acceptability (5.0 for MSK clinic, and 4.9 for workshops), and successful and sustained implementation. Conclusions: Adapting an established MSK curriculum to a new context was effective and feasible. This may serve as a more efficient model for improving trainee education than de novo curriculum design at individual sites.

소규모공동체주택 개발을 위한 고령자 참여 계획 연구

This study was conducted to extract the need of the elderly for major planning elements of small community housing. This study utilized a small-group workshop method that can induce the elderly more easily and directly to participate in the planning of an appropriate small-scale community housing. The planning elements included the size of the individual unit housing, the size of the neighborhood, the function of the community living space and working space, and the arrangement of the individual dwelling unit and the community space. Visual materials such as 3D scale model, space image cards, icons for furniture for easier understanding by 9 elderly participants. The results are as follows. First, although the proposed space area of the individual dwellings unit was perceived to be small, space was accepted as an appropriate community space, and sufficient storage was provided. The size of the neighborhood was found to be appropriate within 10 households. Second, the community living space was a place where people could have a chat and rest, and social exchange among neighbors. For the community working space, it was recognized as an opportunity not only supporting the economic community also preventing social isolation of the elderly through providing child daycare service or manufacturing accessories. Third, buildings were preferred in a way where dwelling units with community living spaces are separated from community working space respecting the privacy. The familiar and intimate pediment style of the roof was preferred. During this study, the elderly expressed their hope for a more healthy and independent life such as small-scale community housing. These user participation planning workshops have demonstrated the usefulness in enhancing understanding and empowering the ability to participate in reaching consensus.

Communication Skills for Interns: Evolution and Assessment of a Training Workshop in a Medical College of New Delhi

Considering the incidents of violence in health care setups reported from all over the country, we developed a one-day workshop to orient interns towards communication, conflict management, stress management and prescription writing skills. The objective was to impart training on effective communication and conflict management skills which are crucial to reduce the incidence of workplace violence, and improve the quality of services provided in our hospital. We describe the evolution of content and assessment of the workshops conducted for interns posted in the Department of Community Medicine during a period of one year since 01.01.2018. fter extensive review of literature, we prepared interactive presentations, developed games, innovative activities and role plays in context of the doctor-patient relationship. We modified the teaching learning methods to increase participant involvement, and added the use of video clips and flip-charts. Assessment of take home messages was done using an anonymous open-ended questionnaire (n=86). Codes were identified for the responses under three domains i.e. communication skills, conflict management and prescription writing. Likert scale was used to rate statements concerning the overall feedback for the workshop in a subset of interns (n=54). The most frequently reported take-home messages were on improving listening skills (41, 48%), learning the various conflict management techniques (61, 71%) and writing generic names and correct dosages (54, 63%), in each of the three sessions held on effective communication, conflict management and prescription writing, respectively. Majority of the interns strongly agreed that the workshop was needed (31, 57%), increased their knowledge (28, 52%), the small group exercises were beneficial (36, 67%) and that they would implement the skills they learnt (34, 64%). In conclusion, interactive, small group workshops on communication skills and conflict management for interns are a felt need, and have motivated them to implement various soft skills in their place of work.

Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents.

Providing feedback is a fundamental principle in medical education; however, as educators, our community lacks the necessary skills to give meaningful, impactful feedback to those under our supervision. By improving our feedback-giving skills, we provide concrete ways for trainees to optimize their performance, ultimately leading to better patient care. In this faculty development workshop, faculty groups used six feedback video vignettes scripted, enacted, and produced by residents to arrive at a shared mental model of feedback. During workshop development, we used qualitative analysis for faculty narratives combined with the findings from a focused literature review to define dimensions of feedback. Twenty-three faculty (physical medicine and rehabilitation and neurology) participated in seven small-group workshops. Analysis of group discussion notes yielded 343 codes that were collapsed into 25 coding categories. After incorporating the results of a focused literature review, we identified 48 items grouped into 10 dimensions of feedback. Online session evaluation indicated that faculty members liked the workshop's format and thought they were better at providing feedback to residents as a result of the workshop. Small faculty groups were able to develop a shared mental model of dimensions of feedback that was also grounded in medical education literature. The theme of specificity of feedback was prominent and echoed recent medical education research findings. Defining performance expectations for feedback providers in the form of a practical and psychometrically sound rubric can enhance reliable scoring of feedback performance assessments and should be the next step in our work.

Academic medicine: the continuing challenges.

Numbers of academic medicine trainees have been declining internationally. Many countries have taken differing approaches to improving recruitment, with some having established pathways. In the UK, the academic foundation programme (AFP) is one such pathway aimed towards those interested in an academic medical career. Variation exists amongst universities with respect to application and success rates. As a group of AFP doctors, we aimed to explore these issues. Numbers of academic medicine trainees have been declining internationally METHODS: We created and implemented a 1-day national course, comprising lectures and small group workshops, geared towards informing applicants about the AFP. It was evaluated via pre- and post-course questionnaires using a Likert scale, ranging from 1 to 5. We created and implemented a 1-day national course, comprising lectures and small group workshops, geared towards informing applicants about the AFP RESULTS: A total of 150 attendees were present from 16 different medical schools; 95% (143/150) of the attendees filled in both questionnaires. Attendees appeared unaware of the stages involved in the application process and felt underprepared. Following the course, learners reported median scores (with interquartile limits) that demonstrated increased overall knowledge, from 2 (1) to 4 (1) (p<0.01), and increased preparedness, from 2 (1) to 3 (1) (p<0.01). Our findings indicate that recruitment remains challenging, even in countries with established pathways. In the UK, the awareness of these pathways appears to be poor and courses such as ours may remedy that. Further exploration into the most effective methods to increase recruitment is necessary. The effect of institutional disparities in research culture and impact on application success needs investigation. Perhaps medical schools should introduce students to the prospect of academic careers earlier in training. Globally, efforts still need to be concentrated largely towards establishing integrated pathways.

A novel cognitive behavioural intervention with Theory of Mind (ToM) training for children with epilepsy: protocol for a case series feasibility study

BackgroundChildren with epilepsy have significant social impairments, yet evidence-based interventions to address these social difficulties are lacking. Emerging research has shown that social difficulties in children with epilepsy relate to underlying impairments in Theory of Mind (ToM). This paper outlines the protocol for a pilot study that will evaluate the feasibility, acceptability, and efficacy of a novel cognitive behavioural intervention with ToM training for children with epilepsy.MethodsThe intervention will be evaluated in a single-arm case series feasibility study. Ten to 12 children with common forms of epilepsy (8 to 12 years old) will be recruited to participate in 4 small group workshops, held over 4 consecutive weeks. Parents will attend a brief review at the end of each session with their child. Children will complete 4 one-to-one assessments with an investigator assessing ToM and social competence: twice at baseline (4 weeks and 1 day before the intervention), at post-intervention (last day of the intervention) and at follow-up (4 weeks post intervention). Parents will complete online questionnaires at these same 4 time points assessing ToM and social competence of their child. Parents and children will both complete a weekly measure of social competence from baseline 1 to follow-up. Following completion of the intervention, parents will complete two standardised questionnaires assessing treatment acceptability and barriers and facilitators to attendance; children will complete a single questionnaire on treatment acceptability. Information about feasibility outcomes (i.e. recruitment and retention, processing time, suitability of tasks) will be gathered by investigators during the trial. Together, outcomes will be used to refine research methods and make a decision about whether the intervention should be evaluated in a larger scale trial.DiscussionTo our knowledge, this is the first psychosocial intervention to address social competence problems in children with epilepsy. Findings will provide information about a potentially effective treatment that could improve longer term social outcomes for this group.Trial registrationAustralia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12618000974202, registered June 8 2018.