Facilitating co-research: lessons learned from reflection forms within three participatory action research projects

Helga Emke; Ann Vandendriessche; Mai Chinapaw; Benedicte Deforche; Maïté Verloigne; Teatske Altenburg; Manou Anselma

doi:10.1186/s12961-024-01210-x

Facilitating co-research: lessons learned from reflection forms within three participatory action research projects

Helga Emke, Ann Vandendriessche, Mai Chinapaw, Benedicte Deforche, Maïté Verloigne, Teatske Altenburg, Manou Anselma

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Abstract

Background: Mutual learning and shared decision-making are key elements of Participatory Action Research (PAR), highlighting the important role of the facilitator to support this. This study aims to illustrate how a facilitator can contribute to successful PAR sessions based on the reflection of three PAR projects. Methods: Participatory sessions took place with adolescents for 3–4 school years. After each session (n = 252 sessions across three projects), facilitators filled in a reflection form that assessed the group process and their facilitating role. Facilitators independently coded a selection of 135 reflection forms partly deductive and partly inductive based on core PAR principles derived from a pragmatic literature search. Results: A well-prepared session – for example, including active and creative participatory methods and a clearly stated goal – contributed to efficiency and the necessary flexibility. Making agreements, making sure everyone is heard and taking 'fun-time' appeared important for creating and maintaining a safe, functional and positive atmosphere. Finally, facilitators needed to encourage co-researchers to take the lead and adapt to the group dynamics, to ensure ownership and shared decision-making. Conclusion: In-depth qualitative analyses of a standardized reflection form used in three different PAR projects resulted in various lessons to support facilitators in collaborating with co-researchers in PAR projects.

Original language	English
Article number	117
Number of pages	11
Journal	Health Research Policy and Systems
Volume	22
Issue number	1
DOIs	https://doi.org/10.1186/s12961-024-01210-x
Publication status	Published - 23 Aug 2024

Bibliographical note

Funding Information:
This study is part of the Kids in Action study, which was funded by FNO (Grant Number 101569). The Medical Ethics Committee of the VUmc (2016.366) approved the study. The healthy sleep project was funded by the Special Research Fund- Doctoral Scholarship Ghent University (BOF DOC2018003201). The Medical Ethics Committee of the Ghent University approved the study protocol (B670201630466). The LIKE study was supported by a grant from the Netherlands Cardiovascular Research Initiative: An initiative with support of the Dutch Heart Foundation, ZonMw, CVON2016-07 LIKE. The Medical Ethical Committee of the VU University Medical Centre approved the study protocol (2018.234).

Publisher Copyright:
© The Author(s) 2024.

Keywords

Co-research
Facilitation
Participatory action research
Reflection
adolescent
article
facilitation
female
group dynamics
group process
human
learning
nonhuman
participatory action research
qualitative analysis
shared decision making
therapy

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Emke et al. 2024Final published version, 829 KBLicence: CC BY

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title = "Facilitating co-research: lessons learned from reflection forms within three participatory action research projects",

abstract = "Background: Mutual learning and shared decision-making are key elements of Participatory Action Research (PAR), highlighting the important role of the facilitator to support this. This study aims to illustrate how a facilitator can contribute to successful PAR sessions based on the reflection of three PAR projects. Methods: Participatory sessions took place with adolescents for 3–4 school years. After each session (n = 252 sessions across three projects), facilitators filled in a reflection form that assessed the group process and their facilitating role. Facilitators independently coded a selection of 135 reflection forms partly deductive and partly inductive based on core PAR principles derived from a pragmatic literature search. Results: A well-prepared session – for example, including active and creative participatory methods and a clearly stated goal – contributed to efficiency and the necessary flexibility. Making agreements, making sure everyone is heard and taking 'fun-time' appeared important for creating and maintaining a safe, functional and positive atmosphere. Finally, facilitators needed to encourage co-researchers to take the lead and adapt to the group dynamics, to ensure ownership and shared decision-making. Conclusion: In-depth qualitative analyses of a standardized reflection form used in three different PAR projects resulted in various lessons to support facilitators in collaborating with co-researchers in PAR projects.",

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note = "Funding Information: This study is part of the Kids in Action study, which was funded by FNO (Grant Number 101569). The Medical Ethics Committee of the VUmc (2016.366) approved the study. The healthy sleep project was funded by the Special Research Fund- Doctoral Scholarship Ghent University (BOF DOC2018003201). The Medical Ethics Committee of the Ghent University approved the study protocol (B670201630466). The LIKE study was supported by a grant from the Netherlands Cardiovascular Research Initiative: An initiative with support of the Dutch Heart Foundation, ZonMw, CVON2016-07 LIKE. The Medical Ethical Committee of the VU University Medical Centre approved the study protocol (2018.234). Publisher Copyright: {\textcopyright} The Author(s) 2024.",

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doi = "10.1186/s12961-024-01210-x",

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AU - Vandendriessche, Ann

AU - Chinapaw, Mai

AU - Deforche, Benedicte

AU - Verloigne, Maïté

AU - Altenburg, Teatske

AU - Anselma, Manou

N1 - Funding Information: This study is part of the Kids in Action study, which was funded by FNO (Grant Number 101569). The Medical Ethics Committee of the VUmc (2016.366) approved the study. The healthy sleep project was funded by the Special Research Fund- Doctoral Scholarship Ghent University (BOF DOC2018003201). The Medical Ethics Committee of the Ghent University approved the study protocol (B670201630466). The LIKE study was supported by a grant from the Netherlands Cardiovascular Research Initiative: An initiative with support of the Dutch Heart Foundation, ZonMw, CVON2016-07 LIKE. The Medical Ethical Committee of the VU University Medical Centre approved the study protocol (2018.234). Publisher Copyright: © The Author(s) 2024.

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N2 - Background: Mutual learning and shared decision-making are key elements of Participatory Action Research (PAR), highlighting the important role of the facilitator to support this. This study aims to illustrate how a facilitator can contribute to successful PAR sessions based on the reflection of three PAR projects. Methods: Participatory sessions took place with adolescents for 3–4 school years. After each session (n = 252 sessions across three projects), facilitators filled in a reflection form that assessed the group process and their facilitating role. Facilitators independently coded a selection of 135 reflection forms partly deductive and partly inductive based on core PAR principles derived from a pragmatic literature search. Results: A well-prepared session – for example, including active and creative participatory methods and a clearly stated goal – contributed to efficiency and the necessary flexibility. Making agreements, making sure everyone is heard and taking 'fun-time' appeared important for creating and maintaining a safe, functional and positive atmosphere. Finally, facilitators needed to encourage co-researchers to take the lead and adapt to the group dynamics, to ensure ownership and shared decision-making. Conclusion: In-depth qualitative analyses of a standardized reflection form used in three different PAR projects resulted in various lessons to support facilitators in collaborating with co-researchers in PAR projects.

AB - Background: Mutual learning and shared decision-making are key elements of Participatory Action Research (PAR), highlighting the important role of the facilitator to support this. This study aims to illustrate how a facilitator can contribute to successful PAR sessions based on the reflection of three PAR projects. Methods: Participatory sessions took place with adolescents for 3–4 school years. After each session (n = 252 sessions across three projects), facilitators filled in a reflection form that assessed the group process and their facilitating role. Facilitators independently coded a selection of 135 reflection forms partly deductive and partly inductive based on core PAR principles derived from a pragmatic literature search. Results: A well-prepared session – for example, including active and creative participatory methods and a clearly stated goal – contributed to efficiency and the necessary flexibility. Making agreements, making sure everyone is heard and taking 'fun-time' appeared important for creating and maintaining a safe, functional and positive atmosphere. Finally, facilitators needed to encourage co-researchers to take the lead and adapt to the group dynamics, to ensure ownership and shared decision-making. Conclusion: In-depth qualitative analyses of a standardized reflection form used in three different PAR projects resulted in various lessons to support facilitators in collaborating with co-researchers in PAR projects.

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KW - article

KW - facilitation

KW - female

KW - group dynamics

KW - group process

KW - human

KW - learning

KW - nonhuman

KW - participatory action research

KW - qualitative analysis

KW - shared decision making

KW - therapy

U2 - 10.1186/s12961-024-01210-x

DO - 10.1186/s12961-024-01210-x

M3 - Article

C2 - 39180111

SN - 1478-4505

VL - 22

JO - Health Research Policy and Systems

JF - Health Research Policy and Systems

IS - 1

M1 - 117

ER -

Facilitating co-research: lessons learned from reflection forms within three participatory action research projects

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