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Table 3 Checklist: guiding questions from the participant’s perspective and recommendations based on INTACT-RS

From: Intentional and actional components of engaged participation in public health research studies: qualitative synthesis of a recruitment and retention process into the theory-informed INTACT-RS framework

Preliminary considerations

a. Situation/condition analysis to identify target group-specific interests and needs, behaviors and requirements that arise for recruitment regarding the target group-specific situation

b. Stakeholder analysis to identify relevant multipliers in the target group & living environment

c. Resource plan for active communication structures to maintain contact throughout the participation process (e.g., individual contact persons, regular contact and inquiry about problems and challenges)

Phase

Questions considered by potential participants

Actions researchers could take

Pre-intentional

 1. Attention: Taking notice of a study

Does the study call address me?

Does it attract my attention?

Facilitate getting attention by describing/highlighting a question, topic, or concern that is (currently) relevant in the target group’s daily life (rather than only describing a generic study objective)

Considering different ways of approaching the target group given the available resources (e.g. time, staff, money)

 2. Appraisal: Determining the study’s credibility & utility

What is my first impression of the study?

How do I know the investigation is credible?

What is in for me?

Allow potential participants to get a good idea of the people who conduct the study and visualize/personalize the host institution for instance by providing potential participants with clear information about the people conducting the study and portraying the research team

Transparency in the description of the study process and the study objective (incl. data protection, funding sources)

Description of the relevance to the target group (incl. realistic harm and benefit)

Considering the influence of cooperation partners that are present in the lifeworld(s) of the target group on the credibility judgment

Establishment of a participant-researcher relationship by transparent and active communication

 3a. Interest: Participating because of the study’s topic

What would be the reasons for me to participate?

Will the study answer questions I have?

Review the research question and topic before the start of recruitment in view of the target groups’ interest and motivation

If necessary, reframe, i.e. ‘translate’ research question and topic from the researchers’ to the participants’ perspective (plain language)

Cite experiential reports from targeted participants that potential participants can identify with

 3b. Interest: Participating to help others

Could my participation be of help for others?

Provide a realistic argument in the study call for whether and how participation will benefit others and if so, when this help will take place

Give specific examples that demonstrate how the study & findings can help

 3c. Interest: Participating for a (non-) material incentive

What will I get back for participation?

Adapt a material/financial/ personnel incentive according to target groups preferences/needs: a sufficiently high remuneration for target groups who may prefer money (e.g. €50 for a 1-h duration), donation of material or financial help to a social, health, or environmental fund, the provision of personal competences (e.g. through an event or the supply of specific information), which benefit the participants in their daily lives, or let participants decide about the preferred type of incentive

 4. Social environment: Being guided by others

Have I heard back about the study from others around me?

What do they think?

Identify whether and which non-professional individuals act as reference persons to the target group, e.g. social media bloggers, patient advocates, and include them early on in the recruitment

Identify individuals with a particular (thematic, intrinsic) motivation for participation and involve them actively as peer recruiters – provided their role and benefit is clear

 5. Self-efficacy: Having confidence in oneself

Am I confident about successful participation? Would I be able to handle the demands?

Clear description of the study requirements

Ensure an accessible study centre or an individual contact person who can immediately clarify questions and provide individual solutions in case of difficulties

Provide examples of situations and/or task, requirements, and skills the target group is already familiar with, that will feel them to participate successfully

 6. Appropriateness: Considering whether participation is worth it

What will I put in to and get out of the process?

Would I rather invest or get back?

All things considered: Will the effort be worth it?

Pretesting of the individual effort by the target group

Derive and list potential barriers and facilitators that participants may encounter and revise requirements if barriers outweigh facilitators

Engage institutions and individuals in the recruitment process that are in regular and trustful contact with the target group and can hence provide orientation for potential participants about the pros and cons of participation

Intentional

 7. Planning: Preparing for participation

What exactly do I have to do and is preparation necessary for that?

Establish a pre-participation conversation (mode) with participants to guide them through the planning (accessible accompanying communication structures)

 8. Coping: Handling expected challenges

Could there be any problems during participation?

What can I do in that case?

Active communication to strengthen trust in the participant-researcher-relationship and own capability

Instructions in plain language concerning technical requirements

Include examples in the study call and/ or pre-participation communication that mirror the study (situation and-or) content closely

 9. Resources: Arranging for participation

Do time, technology and organisation play a role for participation?

If so, how do I arrange for it?

Provide organizational, technical and scheduling alternatives for individuals in particular who express respective doubts to ease planning

10. Support: Relying on help

Is there any available support before and during participation?

Guarantee the availability of a low-threshold and (short-term) support throughout preparing and taking part in the study

Preparation of an overview for participants “in case of…”

Use of familiar communication tools of the target group (e.g., instant messaging, e-mail) to improve direct communication

Actional

 11. Formative Experience: Giving (initial) feedback

What is my (first) impression of participation? Were my expectations met?

Enable concrete feedback mechanisms, e.g. formal or informal conversation or survey at the end of initial participation to be able to adapt the recruitment process

For multi-part/longitudinal studies: Establish regular monitoring structures to capture difficulties and uncertainties of participants during the participation process

Incorporate initial feedback from early included participants into ongoing recruitment and-or study conduct if possible, for instance to use previously ignored recruitment channels or adapt the study call

 12. Motivation: Motivating to maintain and continuing to show interest

Does the study still catch my interest?

Am I still motivated?

Is the gratification worth continuing?

Use reminder features to emphasize personal benefit and both addressee and societal relevance, and to remind people of the gratification

 13. Continuing: Deciding about what to do next

Do I want to continue with the steps and tasks that are still to come?

Is it worthwhile to continue participating and do I actually continue?

Strengthen participants’ feeling of attachment to the study by giving them an active role (see above) and provide a clear plan for the following steps

Focus on timely commitment - try to reduce time needed for completion for follow up studies

Point in time for follow up studies should be communicated clearly

Contact regularly to inquire about difficulties and problems during the participation process

Provision of tools to assess reasons for early drop-out (drop-out analysis)

 14. Summative assessment: Completing the study

My overall judgment? Would I recommend the study to others?

Scheduling a final survey for summative evaluation of study recruitment as a learning process for future recruitment

Appreciative final thanks: Personal feedback that highlights the relevance of participants contribution

Promoting the perception of the credibility and relevance of scientific studies in general

 15. Barriers and facilitators

What stops me from participating?

What strengthens my participation?

Addressed in supplement 3