A Community-Engaged Cardiovascular Health Disparities Research Training Curriculum

Golden, Sherita Hill; Purnell, Tanjala S.; Halbert, Jennifer P.; Matens, Richard; Miller, Edgar R.; Levine, David M.; Nguyen, Tam H.; Gudzune, Kimberly A.; Crews, Deidra C.; Mahlangu-Ngcobo, Mankekolo; Cooper, Lisa A.

doi:10.1097/acm.0000000000000426

Cited by 20 publications

(19 citation statements)

References 12 publications

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“…19,20 Progress is being made, based on modifications to curricula in medical schools. 21,22 The NIH commitment and its catalytic role in helping to develop and sustain the pipeline of clinician-scientists have been stated, 23 and its support of the MRSP articulated. 23 …”

Section: Discussionmentioning

confidence: 99%

Outcomes From the NIH Clinical Research Training Program: A Mentored Research Experience to Enhance Career Development of Clinician–Scientists

et al. 2016

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Purpose Clinician-scientists are considered an endangered species for many reasons, including challenges with establishing and maintaining a career pipeline. Career outcomes from year-long medical and dental students’ research enrichment programs have not been well determined. Therefore, the authors assessed career and research outcome data from a cohort of participants in the National Institutes of Health (NIH) Clinical Research Training Program (CRTP). Method The CRTP provided a year-long mentored clinical or translational research opportunity for 340 medical and dental students. Of these, 135 completed their training, including fellowships, from 1997 to January 2014. Data for 130 of 135 were analyzed, including time conducting research, types of public funding (NIH grants), and publications from self-reported surveys that were verified via NIH RePORT and PUBMED. Results Nearly two-thirds (84 of 130) indicated that they were conducting research, and over half of the 84 (approximately one-third of the total cohort) spent more than 25% of time devoted to research. Of those 84, over 25% received grant support from the NIH, and those further in their careers published more scholarly manuscripts. Conclusions Data suggest that the CRTP helped foster the careers of research-oriented medical and dental students as measured by time conducting research, successful competition for federal funding, and the publication of their research. Longer follow-up is warranted to assess the impact of these mentored research experiences. Investments in mentored research programs for health professional students are invaluable to support the dwindling pipeline of biomedical researchers and clinician-scientists.

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Section: Discussionmentioning

confidence: 99%

Outcomes From the NIH Clinical Research Training Program: A Mentored Research Experience to Enhance Career Development of Clinician–Scientists

et al. 2016

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“…Only five articles explicitly defined TDR as research that either involves non-academic actors in the research process or includes them in some way in knowledge production and exchange [32,36,37,38,39]. Two articles [40,41] offered no definition or description of TDR.…”

Section: Definitions Of Tdrmentioning

confidence: 99%

“…Successful implementation of TDR enhanced researchers' scientific productivity and capacity [25,28,30,31,37,38,40]. For example, it augmented their cultural and social preparedness to conduct research, their existing understanding of health disparities, and their research skills or capacity.…”

Section: The Influence Of Td On Outcomesmentioning

confidence: 99%

“…Second, many articles cited the importance of using multiple methods for communication (meetings, advisory panels), and communication platforms (face-to-face, virtual) to engage stakeholders, and to ensure that engagement is tailored to support different stakeholders' expectations/working styles/personalities and needs [22,27,28,29,30,32,33,40]. In particular, it was noted that as different stakeholders have varying levels of knowledge and use different and often discipline-specific languages to communicate (academic/lay, biomedical/social), it is important to ensure that a variety of communication mediums and strategies are used.…”

Section: Facilitators and Barriers To Successful Implementation Of Tdrmentioning

confidence: 99%

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Defining and evaluating transdisciplinary research: implications for aging and technology

Grigorovich

Fang

Sixsmith

et al. 2018

Disability and Rehabilitation: Assistive Technology

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Purpose: Transdisciplinary research has the potential to enhance the real-world impact of the field of aging and technology. This is a context-driven and problem-focused approach to knowledge production that involves collaboration across scientific disciplines and academic and non-academic sectors. To sustain broader implementation of this approach, a scoping review was conducted on the impact of this approach on research processes, outcomes, and uptake. Materials and Methods: A systematic search was conducted of aging, health/medicine, and technology literatures indexed in three electronic data bases (Medline/OVID, EBSCO, ProQuest) from Jan 1, 2005 to Dec 31, 2015. Search terms included 3 themes: (1) transdisciplinarity; (2) research outcomes; and (3) social change. Results: Twenty articles met the inclusion criteria. We found that a transdisciplinary approach to research enhances integration of diverse knowledges, scientific and extra-scientific outcomes, capacity to engage in translational research, and the uptake of research knowledge. We also identified a number of facilitators and barriers to successful implementation of this approach. No articles evaluating transdisciplinary research specifically in the context of aging and technology were found. Conclusions: Adoption of transdisciplinary research in aging and technology may foster greater uptake of technological innovation in the real-world by supporting integration of diverse knowledges and enhancing engagement of experiential and non-academic stakeholders in the research and development process. However, supporting successful implementation of this approach requires investment of personal and structural resources. More research is also needed to better understand the evidence base on the adoption of this approach in aging and technology projects.

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“…Despite the potential benefits of training and immersing doctoral students in the CBPR approach, there is little data on how doctoral students can implement CBPR principles into their dissertation study plans. Therefore, the current case-study builds upon the CBPR-oriented training experiences of other health professionals (academics, physicians) as documented in the literature (Dalal et al, 2009; Golden et al, 2014; Khobzi & Flicker, 2014) and may provide innovative CBPR instruction-related ideas for doctoral students, academics, and communities.…”

Section: Background and Significancementioning

confidence: 99%

Developing and Conducting a Dissertation Study Through the Community-Based Participatory Research Approach

Nadimpalli

Devanter

Kavathe³

et al. 2015

Pedagogy in Health Promotion

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The community-based participatory research (CBPR) approach has been shown to be innovative and effective in conducting research with communities experiencing health disparities. Doctoral nursing students, and other doctoral students in the health sciences, who are interested in this approach can benefit through structured CBPR training experiences in learning how to engage with communities, build community capacity, share resources, implement CBPR study plans, and disseminate results of CBPR-focused studies. The objectives of this case-study are to demonstrate ways in which one doctoral student aligned with academic mentors and a funded CBPR project to build a relationship with the Sikh Asian Indian (AI) community of New York City to develop and implement a CBPR-focused doctoral dissertation study. The purpose of the research was to examine the relationship between the experience of perceived discrimination and health outcomes in this community. CBPR methods utilized in developing the study entailed the author partaking in formal and informal CBPR learning experiences, building relationships with community and academic partners early on through volunteering, developing a research plan in collaboration with members of the community and academic partners, identifying an appropriate setting and methods for recruitment and data collection, increasing capacity and resources for all partners (the author, community, and academic), and presenting dissertation study findings to the community. In conclusion, CBPR-focused doctoral experiences are novel pedagogical and professional approaches for nursing and health science students which can lead to mutual benefits for all involved, and ultimately successful and effective community-based health research.

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A Community-Engaged Cardiovascular Health Disparities Research Training Curriculum

Cited by 20 publications

References 12 publications

Outcomes From the NIH Clinical Research Training Program: A Mentored Research Experience to Enhance Career Development of Clinician–Scientists

Outcomes From the NIH Clinical Research Training Program: A Mentored Research Experience to Enhance Career Development of Clinician–Scientists

Defining and evaluating transdisciplinary research: implications for aging and technology

Developing and Conducting a Dissertation Study Through the Community-Based Participatory Research Approach

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