33 Scoping review pediatric patient engagement adolescents with a rheumatic condition think about research involvement and how should adolescents involvement in research be organized? [25]’, ‘What are the perceptions and wishes of children with cancer regarding information exchange during their illness? [42]’ or ‘What do pediatric patients with life-limiting conditions think of the Implementing Pediatric Advance Care Planning Toolkit?’ [32]. Focus groups are often composed on shared characteristics, such as age or disease group, in order to obtain a homogeneous group [25,44]. In most studies, focus groups are held with children from 11 years and older [25,32,43,44]. An advantage of a focus group is that patients ask each other for explanations, resulting in more information in comparison to the sum of individual interviews. Disadvantages are that sometimes not every participant gets the chance to express their opinion due to the group composition and that experiences can be presented more polarized. An experienced discussion leader is necessary for a successful focus group [36]. Draw & write/tell techniques With the use of the draw & write/tell technique, pediatric patients are asked to draw a picture around the theme of the research question. The researcher uses the drawing as starting point for the conversation. An advantage of this technique is that the drawing increases the ability of children to talk about their experiences [45-47]. Most of the times, the draw & write/tell technique is used to ask for the experiences (e.g., experiences of children with regard to the treatment of recurrent cancer or to identify characteristics of a good nurse from the perspective of hospitalized children) of younger children (4-12 years) [45-47]. Draw & write/tell techniques are often used in combination with other quantitative or qualitative techniques [33,47]. Photo/video techniques With photo/video techniques, pediatric patients are asked to choose/make photos or videos that represent their thoughts of feelings. For example, the things they did or did not like in the hospital [48,49]. Subsequently, children are asked to provide an explanation to the pictures in an interview. An advantage of these techniques is that children are completely free to indicate what is important for them [48]. Examples of research questions for which photo/video techniques are used are ‘What are the experiences of adolescents living with type 1 diabetes, and what are their support needs during the transition from child- to adulthood’? [50] and ‘What are the experiences of children with the hospital care, and how could services be improved according to them?’ [48]. Photo/video techniques are used for a wide age group (from about 6 years) [48-50]. 2
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