Specific Communication Skills Research Articles

573. AIMS-trained Residents Exhibit Specific Communication Skills During Virtual Encounters with Standardized Vaccine-Hesitant Parents Following an Online Training Program

Abstract Background There are no accepted best practices for counseling vaccine-hesitant parents, and training in this area is not required in residency. In a prior study (J Pediatr 2022;241:203-11), we demonstrated that in-person training in a structured communication strategy called AIMS (Announce, Inquire, Mirror, Secure) resulted in behaviors of interest during live encounters with standardized patients (SPs) portraying vaccine-hesitant parents. We investigated whether similar effects would be seen if training and SP encounters occurred in a virtual environment. Methods Pediatrics and Medicine-Pediatrics residents were randomized to receive either AIMS or control training. Subjects underwent pre- and post-training SP encounters simulating an immunization visit for a 4-month-old. SP case materials were modified to more closely approximate well-intentioned reluctance to vaccinate and allow for more authentic interaction. Encounters were video-recorded and assessed by 3 raters using the Vaccine Hesitancy Communication Assessment (VHCA), developed and characterized in the initial study but modified based on factor analysis to improve reliability and validity. Subject confidence and SP evaluations of the encounter were assessed pre- and post-training. Investigators, subjects, SPs, and video raters were blinded to treatment allocation. Results Fifty-three subjects completed the protocol and 47 had complete video files. Subject confidence improved in both groups (Panel A). No differences in SP evaluations were detected between groups (B). Preliminary analysis demonstrated that AIMS behaviors were more commonly detected among AIMS-trained subjects than control, as evidenced by an increase in VHCA score (C). Conclusion Communication training and assessment using SPs were both successfully transitioned to a virtual environment; this opens the possibility of efficient training and assessment of residents who are not located on site. Training increased confidence non-specifically. Encounters with SPs can serve as a model to detect learned vaccine-specific communication behaviors among resident providers, but post-encounter assessments by SPs remained insensitive to differences in those behaviors despite modification of the case materials. Disclosures Shanna M. Barton, MD, M.Sc., Sanofi Pasteur: Grant/Research Support Aaron W. Calhoun, MD, FSSH, Sanofi-Pasteur: Grant/Research Support|Society for Simulation in Healthcare: Board Member|Society for Simulation in Healthcare: Honoraria Victoria A. Statler, M.D., M.Sc., Astellas: University Research Support|Gilead: University Research Support|Pfizer: Advisor/Consultant|Sanofi: University Research Support|Seqirus: Advisor/Consultant Gary S. Marshall, MD, GlaxoSmithKline: Advisor/Consultant|GlaxoSmithKline: Grant/Research Support|GlaxoSmithKline: Honoraria|Merck: Advisor/Consultant|Merck: Grant/Research Support|Merck: Honoraria|Pfizer: Advisor/Consultant|Pfizer: Grant/Research Support|Pfizer: Honoraria|Sanofi: Advisor/Consultant|Sanofi: Grant/Research Support|Sanofi: Honoraria|Seqirus: Advisor/Consultant|Seqirus: Grant/Research Support|Seqirus: Honoraria.

The active participation of elderly patients in traditional Chinese medicine consultations as means to creating a community of practice: A case study in Hong Kong.

Despite its historic role in Chinese society and its popularity with an elderly Chinese population, limited research has explored the discursive practices of Traditional Chinese Medicine (TCM). Our analysis of practitioner–patient interactions illustrated the reasons why TCM is widely welcomed by a specific patient group. This paper adopted the concept of Community of Practice (CoP) as a theoretical framework to document how patients interact with TCM practitioners to construct meaning through a process of participation and reification. This study aimed to explore how patients in a medical consultation context developed an understanding of their conditions and how they strategically used medical terminology to enact meaningful exchanges to realise their CoP. An inductive qualitative discourse analysis was conducted to for nine elderly patients (i.e., age > 65) in Hong Kong to demonstrate the role that a CoP played in a joint process of knowledge construction to promote a patient-centred practice and foster the active participation of the patients. TCM practitioners can develop specific communication skills to promote their patients’ CoP, which will improve patient-centred care, empower patients to actively engage in their treatments and result in higher levels of patient satisfaction.

Obstacles Preventing Public Health Nurses from Discussing Children’s Overweight and Obesity with Parents

ABSTRACT We examined how well-baby care nurses perceive communication with parents regarding their children’s obesity and identified main communication barriers. Pediatric obesity is a significant public health concern, and health care personnel are among the first to detect overweight and the first to offer assistance to parents. Yet, research suggests that when nurses identify a weight problem in children, they may have trouble initiating this discussion. This qualitative study, using semi-structured interviews with 20 public health nurses, addressed potential obstacles nurses face when discussing young children’s weight. Lack of time and workload were the most significant barriers to meaningful conversation with parents. Instructing parents toward a healthy lifestyle, while specifically relating to the child’s weight, is perceived as part of the nurse’s role, but execution was flawed. Trust and good communication between the nurse and parents are seen as critical ingredients to provide future guidance around a child’s weight. Nurses want parents to feel comfortable to discuss children’s weight problems, but are worried that such a discussion may impair previously established trust. Nurses should receive comprehensive training to address childhood obesity, including specific communication skills to implement when discussing this stigmatized and sensitive topic.

An Overview of the Adaptive Behaviour Profile in Young Children with Angelman Syndrome: Insights from the Global Angelman Syndrome Registry

ObjectivesAngelman syndrome (AS) is a rare genetic disorder that affects the expression of the UBE3A gene within the central nervous system that profoundly impacts neurodevelopment. Individuals with AS experience significant challenges across multiple adaptive behaviour domains including communication, motor skills, and the ability to independently perform daily functions such as feeding, and toileting. Furthermore, persons with AS can demonstrate specific behaviours that limit their ability to participate within their social environment that vary with age. The aim of this paper is to explore the adaptive behaviour profile through parent report from the Global Angelman Syndrome Registry.MethodsSpecific parent report data from the Global Angelman Syndrome Registry were analysed to explore the adaptive profile of 204 young children, under the age of 6 years old, with formal diagnoses of AS. Analysis of data focused on communication skills, gross and fine motor skills, daily self-care skills (feeding, toileting, and dressing), and behavioural characteristics. Several relationships were explored: (a) the age at which certain skills were first performed based on genotype; (b) abilities in motor and adaptive behaviours, according to age and genotype, and (c) the frequency at which children performed specific communication skills and the presence and frequency of challenging behaviours, across age and genotype.ResultsWe visually present the ages at which frequent speech, walking, and independent dressing and toileting were first mastered by children. Additionally, we provide in-depth descriptives of expressive and receptive communication skills (including the use of alternative communication forms), fine and gross motor skills, eating, dressing, toileting, anxiety, aggression, and other behavioural characteristics.ConclusionsThis cross-sectional profile of adaptive skills in 204 young children with AS showcases that although many communication, motor and adaptive skills were determined by age, children with a non-deletion aetiology exhibited advantages in communication skills, which may have impacted upon subsequent adaptive skills. The use of parent report in the present study provides valuable insight into the adaptive behaviour profile of young children with AS.

An accessible, relational, inclusive, and actionable (ARIA) model of genetic counseling compared with usual care: Results of a randomized controlled trial

PurposeEffective approaches to communicate genomic information are needed to ensure equitable care. In a randomized controlled superiority trial, we tested a novel practice model that aims to make genetic counseling inclusive, by making the communication accessible, relational, and actionable (ARIA). MethodsIn total, 696 English- and Spanish-speaking patients aged 18 to 49 years, enriched for individuals from historically underserved backgrounds, were randomized in 1:1 ratio to ARIA or usual care. Primary outcomes were accuracy of recall, communication satisfaction, and perceived understanding. In total, 33 participants completed qualitative interviews. ResultsRecall and understanding were high for all participants. ARIA participants scored higher on the relationship scale of communication satisfaction (mean difference = 0.09, 95% CI = <0.01 to 0.17). Moderator analyses of communication satisfaction showed that those with lower health literacy reported less communication difficulty in ARIA and those using medical interpreters reported greater communication ease in ARIA. No significant difference was found on other primary and secondary outcomes. Qualitative data enhanced understanding of how and why ARIA can be effective. ConclusionThis study provides evidence that a genetic counseling intervention that focuses on specific communication skills to enhance relationship-building, patient engagement, and comprehension can be effective with all patients and may be especially valuable for patients of lower health literacy and Spanish-speakers who use a medical interpreter.

Monitoring student education and confidence in LGBTQ+ health in UK medical schools

Objectives: We sought to evaluate and describe UK medical students’ experiences of education in LGBTQ+ (lesbian, gay, bisexual, transgender and queer) health and their confidence in approaching these consultations and identify any perceived gaps in medical school curricula. We also sought to examine whether individual identity affected medical students’ clinical practice. Method: A 19-question questionnaire collecting quantitative and qualitative responses was sent to all medical students in the UK. Results: A total of 307 students completed the questionnaire; 36% ( n = 184) reported no dedicated teaching on LGBTQ+ health issues/inequalities and 88% ( n = 267) reported no LGBTQ+-specific communication skills training. Respondents found it more challenging to discuss LGBTQ+ health issues with patients compared to performing clinical examinations on LGBTQ+ patients. In the clinical environment, students were more likely to ask about sexual orientation, gender identity and pronouns within the context of sexual health over psychiatric, surgical and medical consultations. Measured via a Likert-type scale from 0 to 100, students felt LGBTQ+ health teaching should be given higher importance within the curriculum (74/100) than their medical school currently placed on it (13/100). Ninety-five percent of students stated that they needed further education on LGBTQ+ health. Conclusion: Findings suggest that at a national level, UK medical students do not feel well equipped to deal with LGBTQ+ health issues, and despite students’ recognition of the importance of this topic, this is not matched by curricular provision. Students report having difficulty discussing LGBTQ+ health issues and performing examinations on LGBTQ+ patients. Further training on LGBTQ+ health and actions to increase student confidence could help improve LGBTQ+ patient outcomes and improve the relationship between patients and clinicians. Students should be consulted in the re-development of relevant curricula.

The Moderating Effects of Emotional Intelligence on Clinical Communication Self-Efficacy and Caregiver Burden

ABSTRACT This study addresses the gap in research on family caregivers by examining how specific communication skills may affect caregiver burden. Caregiver burden is the perception of whether caregiving has a negative effect on an individual’s functioning, including physical, social, and emotional operation. This paper examines the impact of two types of self-perceptions that are related to communication competence. Self-efficacy refers to one’s confidence in being able to communicate with clinicians. Emotional intelligence is a subset of social intelligence and represents one’s ability to manage their own and others’ feelings and emotions. Three hundred and two participants self-identified as caregivers completed a survey that included measures of caregiver burden, clinical communication self-efficacy, and trait emotional intelligence. Hierarchical regression analysis revealed that both higher levels of clinical communication self-efficacy and emotional intelligence decreased caregiver burden. However, emotional intelligence moderated the relationship between clinical communication self-efficacy and caregiver burden in that higher clinical communication self-efficacy was more strongly related to less burden when respondents also reported higher emotional intelligence. Theoretical and practical implications are discussed.

Communication training for pharmacy students with standard patients using artificial intelligence

IntroductionThe objective structured clinical examination (OSCE) is among validated approaches used to assess clinical competence through structured and practical evaluation. Most studies of OSCE have used standardized patients (SPs). However, to our knowledge, there is limited information regarding the specific communication skills enhanced by providing communication training (CT) with SPs. Recently, an artificial intelligence (AI) technology was developed. The aim of this study was to evaluate the experience and outcomes of CT with SPs and impact of using AI for this training. MethodsThis study targeted fourth-year students participating in a pre-learning course for pharmacy practice experience offered at a Japanese university in 2020. The ENcode, Decode, Control, and REgulate model, which evaluates 24 communication skills, was utilized as a questionnaire-based survey. The survey was conducted prior to CT, following CT, and after a second CT session six weeks later with AI. ResultsSeven skills, namely “desire suppression,” “expectation acceptance,” “facial expression,” “emotional communication,” “dominance,” “maintaining relationships,” and “dealing with disagreements,” were enhanced by the CT with SPs. These skills were included in the broad categories of “management” and “expression” skills. They were not significantly enhanced by following AI training. However, differences observed between the students who underwent AI training and those who did not demonstrated a positive effect in almost all skills, suggesting that AI training can enhance certain skills. ConclusionsCT with SPs enhances students' “management” and “expression” skills. Additionally, AI shows potential for improving the effect of CT.

Об одном из исследований коммуникативных навыков современных студентов

This paper continues the research traditions established by Doctor of Philological Sciences, Professor I.A. Sternin and is devoted to the results of the study of communicative skills of modern first-year students. As a theoretical introduction to the description of the conducted research, it postulates the need to differentiate a number of concepts that are actively used in communication theory and are often mixed in scientific and everyday consciousness: communicative competence, communicative competency, communicative skill, communicative literacy. In particular, communicative competence is proposed to be understood as a degree of experience of interaction between an individual and others, and communicative competency as a system of internal resources necessary to build effective communication. In turn, communicative competency is considered as a set of specific communicative skills that allow the individual to implement adequate models of communication in a particular communicative situation. The distinction of these concepts allowed to further focus on such an object of research as communication skills. The research was based on the questionnaire method, its purpose being to identify the specific communication difficulties experienced by the respondents (i.e., modern students), as well as the origins of these difficulties. The communication situations that are most difficult for interviewees have been captured and further quantified and analysed. The result of the study was, on the one hand, a list of real communication difficulties experienced by students and the causes of these difficulties, and on the other hand, the confirmation of the thesis that the lack of communication skills can and should be eliminated during the study of the disciplines of the communication cycle.

Mind your language: the importance of english language skills in an International Medical Programme (IMP)

BackgroundLanguage proficiency is crucial for doctors as they communicate with patients, peers and other healthcare professionals. Although proficiency in English is part of admission requirements, there is a gap in the knowledge of medical students’ perception of factors enhancing English language (EL) skills during training in international medical programmes (IMPs). The gap prevents educators and policy makers from helping students who struggle with communication skills during medical training. This study therefore explores the importance of English language skills from medical students’ perspectives.MethodsSix focus group interviews with 24 medical students were conducted in an IMP. Data were analysed using Braun and Clarke’s framework of thematic analysis.ResultsResults established three themes that constitute the importance of EL skills, namely the use of EL in medical training and practice, influence of university culture in EL mastery and individual EL proficiency as perceived by medical students.ConclusionsFindings of this study demonstrate how students perceived the importance of EL skills as a professional and social requirement during medical training and for future practice. It also informs that setting English language admission pre requisites needs to be complemented with opportunities to practice context specific communication skills. Thus, international medical programmes should embed diverse and inclusive strategies to support and develop medical students’ English language skills.

Using Role Play in the Business English Communication Classroom at a Private College in Kuala Lumpur, Malaysia

This paper studies the use of role play in the Business English communication classroom at the tertiary level specifically for Diploma students. This research further elaborates on how role play can be utilized to enhance and maximize students’ participation in the Business English communication classroom exploring more on the productive skills specifically the speaking component. Role plays are extremely rich in content, skills, creativity and could provide the learner with the opportunity to fully utilize schemata and train specific communication skills as well as promote a good cooperative teamwork in the Business English communication classroom. This qualitative research incorporates a case study as a method of the research paper. This research uses observation and interview as a method of data collection for a duration of three months in a studying semester. Students are supposed to choose any cases related to business communication and perform a role play in the classroom as a tool of their ongoing assessment in the semester. The results in the research are obtained through observation and interview. The findings of the research are this would benefit academicians in incorporating role play as a tool in enhancing the communication skills in the classroom. The role play task has really shown a promising result in the effort to produce well equipped and well-rounded graduates who are ready to meet the real-life scenarios in the future.

Pragmatic Profiles of Adults with Fragile X Syndrome and Williams Syndrome.

Linguistic phenotypes of individuals with Fragile X (FXS) and Williams (WS) syndromes exhibit various degrees of pragmatic impairment, involving difficulties in social communication and in adapting to conversational principles. The goal of the present study was to explore syndrome-specific pragmatic profiles of adults with FXS and WS based on the assessment of the observance of Gricean maxims of conversation. The participants were 12 Spanish-speaking adults (6 FXS/6 WS), without a diagnosis of ASD, whose extensive naturalistic conversations (71,859 words) were transcribed and coded with the CHILDES/TALKBANK tools and the PREP-CORP pragmatic protocol. Violations of the maxims of conversation were analyzed, and indexes of cooperation and conversational response were obtained. Both groups showed reduced verbal production and repetitive dysfluencies; prominent features in the FXS profile were higher proportion of non-contingent language, perseverations of topic and form, and impulsive conversational responses; in the WS profile, salient characteristics were higher proportion of tangential utterances, reformulations, and conversational responses reflecting overly literal interpretation. Pragmatic profiles of violation of conversational maxims reflect specific communication skills impaired in adults with FXS and WS and raise the need for assessment and intervention methods that specifically address their social communication abilities.

A complex communication skills training program for physicians providing advanced cancer care – content development and barriers and solutions for implementation

ABSTRACT Background: Early integration of oncology and patient-centered palliative care is the recommended clinical practice model for patients with advanced cancer. General and specific communication skills are necessary to achieve integrated patient-centered care, but require organized training to be adequately mastered. Challenges and barriers on several levels, i.e. organizational, professional and individual may, however, hamper implementation. The development, implementation, and evaluation of such an educational program focusing on communication skills contain many steps, considerations and lessons learned, which are described in this article. Methods: A multi-professional faculty developed, implemented, and evaluated an educational program through a 5-step approach. The program was part of a Norwegian cluster-randomized controlled trial aiming to test the effect of early integration of oncology and palliative care for patients with advanced cancer. Results: The result is the PALLiON educational program; a multi-faceted, evidence-based, and learner-centered program with a specific focus on physicians’ communication skills. Four modules were developed: lectures, discussion groups, skills training, and coaching. These were implemented at the six intervention hospitals using different teaching strategies. Evaluation in a subgroup of participants showed a positive appraisal of the group discussions and skills training. Conclusion:We present our experiences and reflections regarding implementation and lessons learned, which should be considered in future developments and implementations; (1) Include experienced faculty with various backgrounds, (2) Be both evidence-based and learner-centered, (3) Choose teaching strategies wisely, (4) Expect resistance and skepticism, (5) Team up with management and gatekeepers, (6) Expect time to fly, and (7) Plan thorough assessment of the evaluation and effect. Trial registration: ClinicalTrials.gov identifier: NCT03088202.

Experiment in creating professionally oriented materials for teaching English to international law students

The study presents results of many years of research and analysis into the process of creating core textbooks and teaching materials aimed at developing linguistic, communicative and professional competences inherent in the future professional activities of International Law students. When creating language learning materials with a focus on a particular profession (e.g. English for Law Students), it is important to proceed from the nature and specific content of day-to-day activities surrounding the future job of a student. Detailed analysis of legal documents and professional activities that International Law students may be involved in in the future allows to gauge the necessary level of English grammar and vocabulary that needs to be attained. The process also points out what specific language and communication skills (e.g. negotiation, persuasion, etc.) as well as professional competencies may be required. Since core textbook for learning English written by native speakers are very generic and, naturally, do not aim at achieving the level of English language, communication and professional skills required by those specializing in International Law, we find it of vital importance to create a series of very niche textbooks for achieving these goals. The present study allows us to determine the structure and content of core textbooks and to create a system of grammar and lexical exercises as well communication tasks aimed at acquiring specific grammar and conversational skills within a short period of time. Of particular mention here too is mastering debating skills, which is paramount for International Law students. This again can only be achieved by creating very narrowly focused materials that will introduce these skills gradually.

"What Questions Do You Have?": Teaching Medical Students to Use an Open-Ended Phrase for Eliciting Patients' Questions.

Patients frequently do not understand health information received in clinical settings, yet rates of question-asking by patients are low, particularly for patients with lower health literacy skills. Experts recommend that health care professionals attempt to elicit patients' questions by using an open-ended phrase, such as “What questions do you have?” as opposed to a closed-ended phrase like, “Do you have any questions?” We compared question-eliciting techniques used during video-recorded observed structured clinical examinations among medical students who had completed a mostly didactic curriculum on health literacy and clear communication (n = 46) to students who completed a newer longitudinal problem-based communication curriculum (n = 32). Students were not aware that they were being observed for specific communication skills. Compared to controls, students in the intervention group were more likely to spontaneously attempt to elicit questions from a standardized patient (65.2% vs. 84.4%, p = .06), and were significantly more likely to use an open-ended phrase to do so (6.7% vs. 51.9%, p = .0002). The longitudinal communication skills curriculum was successful in creating long-term patient-centered question-eliciting habits. Further research is needed to determine whether eliciting questions with an open-ended technique result in patients asking more or different clarifying questions during the closing phase of clinical encounters. [HLRP: Health Literacy Research and Practice. 2022;6(1):e12–e16.]

Education research - Understanding the factors involved in inpatient communication for orthopedic trainees

Background“Interpersonal and Communication Skills” (ICS) is a core competency set forth by the ACGME. No structured curriculum exists to train orthopedics residents in ICS. MethodsTwenty-four out of thirty-five orthopedics residents completed the survey (69%). The survey had the following domains: [1] Demographics, [2] Communication Needs/Goals, and [3] Communication Barriers. ResultsEighty-three percent of respondents wanted to improve their communication skills and their patient's experience. Interns-PGY4s wanted to improve on similar specific communication skills. All residents desired training in conflict management. ConclusionThere is a need among orthopedics residents for a communication skills curriculum early in residency training, specifically in conflict management.

Meta analisis: Efektivitas terapi Applied Behavior Analysis terhadap kemampuan komunikasi anak dengan Autism Spectrum Disorder

Many children with Autism Spectrum Disorder (ASD) become frustrated in their attempts to make their feelings, thoughts, and needs known. They may act out their frustrations through inappropriate behaviors. This lack of communication skill needs to be treated early to prevent future developmental delays. Applied Behavior Analysis (ABA) is the most frequently used intervention for children with Autism Spectrum Disorder (ASD). However, many studies have found inconsistent results regarding its effectiveness. This study aims to determine the effectiveness of ABA on the communication skills of children with ASD assessed by Vineland Adaptive Behavior Scales (VABS). Meta analysis method is used in this study. Data is processed through statdirect trial version 3.0 application. This study involved 14 experiments using ABA therapy for children with ASD (total n experiment groups = 304 and total n control groups = 244). Based M, SD, and N on data analysis, the effect size value obtained from the fixed effect (I² = 55.7%) was 0.210 (95% CI = 0.035 to 0.384; small effect size). These results do not support the effectiveness of ABA in improving communication skills in ASD children. We suggests that ABA therapy should be carried out with other interventions that target specific communication skills. Future researchers should conduct research replication to increase references on the effectiveness of ABA therapy.

4.H. Skills building seminar: Infographics as a tool for knowledge translation

Abstract A picture is worth a thousand words – also in population health research. Infographics are increasingly used to disseminate research findings, amongst others driven by the popularity of social media and the increased availability of data. However, the effective use of infographics requires specific technical and communication skills, and an understanding of the broader knowledge translation framework. In this workshop, organized jointly between the European Burden of Disease Network (COST Action CA18218) and the EUPHA Section Public Health Monitoring and Reporting, we will provide insights in how infographics can be used as an effective tool for knowledge translation, including a discussion of challenges and pitfalls. The layout of the workshop is designed to cover a broad view on infographics, going beyond the researcher's perspective. We will start by introducing the basic concepts of knowledge translation and infographics, drawing attention to the need to understand how infographics are interpreted and perceived by the users. Then, we will look at infographics from a scientific point of view, discussing what works and what does not based on a series of best practices. Finally, we will bring in the policy maker's view, creating a better understanding of the needs of the typical end user. Exchange with the audience will be facilitated by using an interactive Mentimeter poll during the session, for the delegates to share their perspectives on selected questions based on the presentations. Key messages Infographics are an increasingly popular knowledge translation tool, but come with challenges and pitfalls. Infographics should be embedded within a broader knowledge translation strategy, and should consider the interpretations and perceptions of users.

Development of personal competencies of a cardiologist

The article considers federal educational and professional standards for doctors’ training from a practical point of view. In contrast to algorithms, clinical guidelines and protocols for healthcare delivery, competence in the field of informing and communicating with a patient and legal representatives requires the humanitarian skills, that is, a fundamentally different methodological point of view. The ways to develop such skills in a general practitioner or a cardiologist during education are not clear. In many countries, research is being conducted on the need for doctors to master not just patient-centered skills, but specific communication skills for cardiology practice. Certain favorable results are evident, but such work is complicated by a completely different epistemological category of this kind of skills than the generally accepted biomedical one, which is usually called clinical.

Evolving partnerships: engagement methods in an established health services research team

BackgroundThe Translating Research in Elder Care (TREC) program is a partnered health services research team that aims to improve the quality of care and quality of life for residents and quality of worklife for staff in nursing homes. This team includes academic researchers, trainees, research staff, citizens (persons living with dementia and family/friend caregivers of persons living in nursing homes), and decision-makers (ministries of health, health authorities, operators of nursing homes). The TREC team has experience working with health system partners but wanted to undertake activities to enhance the collaboration between the academic researchers and citizen members. The aim of this paper is to describe the TREC team members’ experiences and perceptions of citizen engagement and identify necessary supports to promote meaningful engagement in health research teams.MethodsWe administered two online surveys (May 2018, July 2019) to all TREC team members (researchers, trainees, staff, decision-makers, citizens). The surveys included closed and open-ended questions guided by regional and international measures of engagement and related to respondents’ experience with citizen engagement, their perceptions of the benefits and challenges of citizen engagement, and their needs for training and other tools to support engagement. We analyzed the closed-ended responses using descriptive statistics.ResultsWe had a 78% response rate (68/87) to the baseline survey, and 27% response rate (21/77) to the follow-up survey. At baseline, 30 (44%) of respondents reported they were currently engaged in a research project with citizen partners compared to 11(52%) in the follow-up survey. Nearly half (10(48%)) of the respondents in the follow-up reported an increase in citizen engagement over the previous year. Respondents identified many benefits to citizen engagement (unique perspectives, assistance with dissemination) and challenges (the need for specific communication skills, meeting organizing and facilitation, and financial/budget support), with little change between the two time points. Respondents reported that the amount of citizen engagement in their research (or related projects) had increased or stayed the same.ConclusionsDespite increasing recognition of the benefits of including persons with lived experience and large-scale promotion efforts, the research team still lack sufficient training and resources to engage non-academic partners. Our research identified specific areas that could be addressed to improve the engagement of citizens in health research.