Exploring the Qualitative Experiences of Administering and Participating in Remote Research using the Montreal Cognitive Assessment - Blind: A cross-sectional study (Preprint)

BACKGROUND The COVID-19 pandemic caused a drastic shift in the practice of research and clinical services. It has been noted that cognition measured via in-person versus remote methods differ substantially, and it is possible that subjective and experiential differences exist between modalities. OBJECTIVE To explore the perceptions of both researchers and participants on the experience of remotely conducted research using a cognitive screener. METHODS We conducted a thematic analysis of the experience of engaging in remote research from both the participant (n = 10) and researcher (n = 4) perspectives. The research interaction was framed through administration of a tele-administration of the Montreal Cognitive Assessment-Blind (suitable for telephone administration) and a subsequent semi-structured debriefing interview. Participant perspectives were garnered during debriefing interviews, while researcher insights were collected via self-reported qualitative field notes completed following each research session. RESULTS Data aggregated into themes of barriers and facilitators from the lenses of both participants and researchers. Participants noted facilitators including short instrument length, convenience, and pre-session contact; barriers included the length of the interaction, some tasks being more challenging on the phone, and the potential for participant dishonesty. Research assistants noted several facilitators: instrument length, rapport building, ability to prepare for and record sessions, and comfort with the protocol; barriers were items with too many response options, telephone issues (e.g., response delays), and concerns about participant comprehension. CONCLUSIONS These results suggest remote telephone-delivered cognitive screening tools as a feasible and acceptable method of research inquiry. The findings provide a starting point for the inclusion of diverse populations in research to capture underrepresented groups whose input would immensely benefit our understanding of remotely delivered cognitive screening measures. Further, we offer materials (e.g., checklists) which can be used in future investigations to promote future inclusive research and increase generalizability.