Introduction: Community-based participatory research and animated video offer promising approaches to attenuate disparities in access to kidney transplant information. Project Aims: We refined an evidence-based animated video curriculum (Kidney Transplant and Donation Information Made Easy, KidneyTIME) designed for diverse individuals, that is currently being trialed to advance kidney transplant access among referred patients at a single transplant center, to further accommodate information needs in earlier stages of the path to transplant (pre-referral) and to enhance fit for Black and Hispanic people. Design: We describe formation of an academic–community partnership and the application of qualitative research methods and partnership discussions to refine the KidneyTIME videos. A simple content analysis was undertaken of intervention refinement transcriptions, minutes, and meeting notes. Results: We formed a community steering committee and advisory board of local members predominantly of minoritized race or ethnicity. Full engagement with community members is evident in the program's adaptation process. Essential refinement elements were adaptation of 17 original videos and iterative development of 8 new videos with the community, conducting parallel cognitive interviews of an expanded sample of stakeholders, maintaining the theoretical grounding of Elaboration Theory, communication/multimedia learning best practices, and self-efficacy framework, and doing Spanish-language translation. Conclusions: Applying community-based participatory research principles and qualitative methods, we produced a culturally grounded adaptation of the KidneyTIME videos that provides information about kidney transplantation from primary care to transplantation. This approach is likely to strengthen our community partnership and eventual community acceptance of the intervention during the implementation phase. Challenges were achieving consensus and adding Spanish-language translation.

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Introduction Year‐round training is standard for elite gymnasts in the United States, but the coronavirus disease 2019 (COVID‐19) pandemic led to unprecedented training interruptions. The effect of these training disruptions is unknown. Objective This study aimed to describe and compare training interruptions in elite gymnasts before and during the pandemic, the time it took to return to the prior level of gymnastics training, the development of injuries during return to gymnastics training, and gymnast‐reported difficulty in and nervousness about returning to prior level of gymnastics training. Design Retrospective study. Setting Anonymous online surveys distributed to elite gymnasts in the United States. Participants A total of 184 current elite gymnasts who completed the surveys were included. This represented an overall response rate of 52.3% (184/352). Interventions None. Main Outcome Measures Information was collected about training interruptions and time, nervousness, difficulty, and injury during return to gymnastics. Results Gymnasts reported significantly longer training interruptions due to COVID‐19 than before the pandemic (8.7 ± 4.4 vs. 4.4 ± 7.9 weeks, p < .001), but duration of return to prior gymnastics level was similar (4.6 ± 2.7 vs. 3.7 ± 4.8 weeks, p = .106). Of the 137 gymnasts who had returned to training by the time of the survey, 46 (33.6%) reported an injury during their return to gymnastics. A high degree of nervousness to return to gymnastics was significantly associated with greater risks of injury upon return (risk ratio [RR] 2.7, 95% confidence interval [CI]: 1.6–4.7; p < .001) and difficulty returning to prior level (RR 3.4, 95% CI: 1.7–6.6; p < .001). Conclusion Pandemic‐related training interruption was significantly greater in duration than prior interruptions, but time required for return to gymnastics was similar. Gymnasts may be at increased risk of injury during return to gymnastics if experiencing nervousness about returning following a break in training. These findings provide guidance for gymnasts' return from training interruptions and may refute the long‐held belief that gymnasts should not take time away from training due to fear of injury or difficulty regaining skills.