Remote and in-person research education for people with Parkinson's disease and their care partners.

OBJECTIVE: TeleDREAMS, a distance learning version of the Developing a Research Participation Enhancement and Advocacy Training Program for Diverse Seniors (DREAMS) program, provides remote clinical research process and advocacy education to older adults with Parkinson's disease (PD) and their care partners. METHOD: Participants engaged in remote learning, reading eight weekly clinical research process and advocacy education modules. They also had weekly half hour phone discussions with staff about each module. Participants (PD: n = 28, care partner: n = 15) were tested on health literacy, quality of life, depression, research involvement, and advocacy measures. RESULTS: People with PD improved on health literacy postintervention. PD participants who participated with care partners improved more on health literacy than those without care partners. PD participants' attrition rates were lower for PD participants in TeleDREAMS than those of the similar, in-person program DREAMS program studied before TeleDREAMS. Most participants reported research involvement and patient advocacy for older adults with PD 6 to 9 months postprogram. CONCLUSIONS: TeleDREAMS may improve health literacy in participants with Parkinson's and their care partners. If increased advocacy and health and research literacy translates to increased research involvement, then TeleDREAMS could be an important strategy for researchers interested in increasing participation. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Research Advocacy Training Program Benefits Diverse Older Adults in Participation, Self-Efficacy and Attitudes toward Research.

BACKGROUND: Developing a Research Participation Enhancement and Advocacy Training Program for Diverse Seniors (DREAMS) is a two-part health education (part 1 [DP1]) and research advocacy training (part 2 [DP2]) program grounded in CBPR principles designed to address underrepresentation of socioeconomically disadvantaged and/or minority older adults in research. OBJECTIVES: We examine the effects of DREAMS on health literacy, psychosocial function, beliefs/attitudes toward research, and self-efficacy in diverse older adults age 65 and older who completed only part 1 of DREAMS (n = 51) versus those who completed both parts 1 and 2 (DREAMS Team [DT]; n = 24). We hypothesized that benefits would be observed in both groups, with greater benefits seen among DT completers versus those who completed only part 1. METHODS: Participants completed pre- and post-course questionnaires, including a satisfaction survey. DREAMS versus DT data were analyzed and compared using t tests, χ2 tests, analyses of variance/repeated measures analyses of variance, and Mann-Whitney U tests as appropriate. Themes were identified from open-ended survey questions and provide context for quantitative data. RESULTS: Findings showed significant group × time interaction in depression, participation/autonomy, and physical composite scores as well as trends toward improved attitudes toward research participation (P = .07), decreased depression (P < .001), and increased participation (P = .03) of the DT group. Results from the satisfaction questionnaire indicated that both programs were well-received. CONCLUSIONS: Findings provide strong evidence of DREAMS and particularly the DT's success in achieving our key objectives.

The DREAMS Team: Creating community partnerships through research advocacy training for diverse older adults.

The DREAMS Team research advocacy training program helps clinical faculty and health students introduce basic clinical research concepts to diverse older adults to galvanize their active involvement in the research process. Older adults are frequently underrepresented in clinical research, due to barriers to participation including distrust, historical mistreatment, and their lack of health literacy. The DREAMS Team program aims to involve diverse older adults throughout all phases of research and increase research participation, thereby contributing to the growth of quality patient-centered, evidence-based health care. This course was developed for clinical faculty to deliver to diverse adults aged 55+ in eight 50-minute lectures, followed by half-hour small group discussions moderated by health students. A pilot cohort of 24 individuals was assessed for satisfaction post-program, and self-efficacy before and after the program. Older adult participants improved on a survey measure of self-efficacy, and indicated satisfaction on a post-program questionnaire. All agreed or strongly agreed that they enjoyed participating, and that classes enhanced knowledge/skills about the topics, were high quality, and provided useful information. Twenty-two out of 24 individuals who completed the program indicated they planned to get involved as research advocates. The DREAMS Team program can be offered either on its own, or as a follow-up program to a general health education course led by health students and/or professional researchers or clinicians. Educating older adults about the research process and advocacy through interactive seminars led by congenial and respectful researchers and health students may remove some barriers to research participation and involvement among diverse older adults.