Building a Funded Research Program in Cancer Health Disparities: Considerations for Young Investigators

Abstract

A workshop entitled “Building a funded research program in cancer health disparities” was held at the 38th Annual American Society of Preventive Oncology (ASPO) Meeting. Organized by the Junior Members Interest Group, the session addressed topics relevant to career development for cancer disparities investigators. Such considerations include the development of research programs on a backdrop of existing multi- and trans-disciplinary teams, recognizing opportunities for advancing their research given the growth of consortia-related research, and development of effective community-based partnerships. Key strategies for developing a sustainable career in cancer health disparities in the current environment include the need to effectively engage with communities, appreciate the value of team science and develop cross-discipline collaborations, and navigate the use and utility of consortia for disparities research. Academic considerations related to earning tenure and promotion that may be faced by the junior investigator in cancer health disparities were also discussed. This report may serve to both educate and provide lessons for early stage investigators who wish to tackle complex scientific questions while developing their careers in cancer health disparities.

Social Work Preparation to Compete in Today’s Scientific Marketplace

“…In addition to achieving understanding of other disciplinary knowledge central to their research career aims, T-shaped graduates need boundary-spanning competencies that will aid them in engagement, innovative thinking, and achieving methodological pluralism. In addition to developing capacity to work effectively across disciplinary research lines, an emphasis is building on the need to communicate effectively within consortia, including community engagement and dissemination and implementation of findings with field stakeholders (Ochs-Balcom et al, 2015). Kemp and Nurius (2015) summarized some of these meta-competencies in terms of ability to do the following:…”

“…In addition to achieving understanding of other disciplinary knowledge central to their research career aims, T-shaped graduates need boundary-spanning competencies that will aid them in engagement, innovative thinking, and achieving methodological pluralism. In addition to developing capacity to work effectively across disciplinary research lines, an emphasis is building on the need to communicate effectively within consortia, including community engagement and dissemination and implementation of findings with field stakeholders (Ochs-Balcom et al, 2015). Kemp and Nurius (2015) summarized some of these meta-competencies in terms of ability to do the following: Communicate (e.g., explain disciplinary expertise or approaches to a problem in accessible ways; to present or publish work to audiences beyond one’s home discipline). Critically engage, reflect, and integrate (e.g., navigate and reflexively apply languages, perspectives, values, and theories). Collegially collaborate (e.g., ability to see from others’ disciplinary or stakeholder perspectives and effectively deal with differences and conflict). Conduct research (e.g., jointly develop theoretical frameworks and methodologies to incorporate integrative models and protocols; design, seek funding for, and implement interdisciplinary research projects). …”