Results of a patient engagement training for health advisors: a study of self-perceived competency enhancements
Bibliographic record
Abstract
BACKGROUND: In recent years, there has been increasing recognition of the importance of patient engagement (PE) in the healthcare industry, especially throughout the product development lifecycle. However, there is limited research on the influence of PE training on the attitudes, knowledge, and skills of health advisors working in the life sciences, who have a substantial effect on decisions made throughout the product lifecycle in the healthcare industry. This study aimed to assess the effectiveness of a patient engagement training course tailored to healthcare consultants, focusing on changes in self-perceived knowledge, skills and attitudes before and after training. METHODS: Eighty healthcare consultants of varying seniority levels from a single company based throughout the U.S. and Europe completed a six-part online training course on patient engagement. The training covered various concepts, and the participants were assessed via a modified evidence-based practice questionnaire before and after the course to measure changes in self-perceived knowledge, skills, and attitudes. The study used paired samples t-tests and bivariate Pearson's correlation analyses to evaluate the differences. RESULTS: Following the training, the consultants reported significant improvements in their perceived KSAs toward patient engagement (PE). The most substantial increase was observed in knowledge scores, followed by skills and attitudes. These improvements were particularly notable among lower- to mid-level consultants, especially associate consultants. The training highlighted the need to further health advisors' understanding of PE and the opportunity training can provide. CONCLUSIONS: Patient engagement (PE) training significantly improves healthcare consultants' self-perceived knowledge and skills while increasing attitudes and promoting patient-centered approaches throughout the life science industry. This study highlights the importance of standardized PE training programs in enhancing healthcare outcomes and advocates for the integration of patient engagement in healthcare research and development.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.017 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".