Parental perspectives on gluten immunogenic peptide urine testing in children with coeliac disease: a qualitative study on barriers, emotions and interest in point-of-care tools - Summary - MDSpire
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Parents’ views on urine testing for gluten immunogenic peptides in children with coeliac disease: a qualitative study of barriers, emotional responses and interest in point-of-care testing

  • By

  • Aisling Fiuza

  • Alfonso Rodriguez-Herrera

  • October 9, 2026

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Objective:

To explore parents’ experiences of children’s urine collection for gluten immunogenic peptide (GIP) testing, including barriers, emotional responses and views on possible home-based point-of-care testing.

Approach:
  • Design: Single-centre qualitative study using semi-structured group interviews conducted by secure video conference over six months.
  • Participants: Ten parents whose children had previously participated in research involving GIP urine testing were recruited purposively; the children themselves were not interviewed.
  • Analysis: Thematic analysis was used to identify recurrent themes concerning sampling barriers, emotional reactions and interest in potential future GIP point-of-care testing.
Key Findings:
  • Four principal themes were identified: practical and emotional obstacles to urine collection; effects of the clinical environment on children; parental enthusiasm for home-based PoCT; and suggested improvements to interactions with clinical settings.
  • Secondary themes included confusion about sampling instructions, embarrassment and environmental stress.
  • Parents expressed interest in periodic GIP PoCT, particularly during dietary training or after suspected gluten exposure.
Interpretation:

The authors report that parents viewed GIP PoCT as a potentially valuable adjunct to childhood coeliac disease management when paired with education and supportive care.

Limitations:
  • The study was conducted at a single centre and included 10 parents whose children had previously participated in GIP research.
  • Children’s perspectives were not directly collected.
Conclusion:

The authors call for future work on child-friendly test design, user-centred educational materials and research that includes children’s direct perspectives.

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