Building clinicians-researchers partnerships: Lessons from diverse natural settings and practice-oriented initiatives

Castonguay, Louis G.; Youn, Soo Jeong; Xiao, Henry; Muran, J. Christopher; Barber, Jacques P.

doi:10.1080/10503307.2014.973923

Cited by 59 publications

(61 citation statements)

References 36 publications

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“…12 However, as partnered research expands across research types and funding opportunities, more people are engaging in team structures that are new to them. Available frameworks suggest structures for partnerships, [13][14][15][16] and literature promotes broad principles such as addressing issues of power and equity [17][18][19][20][21][22][23][24][25] and developing relationships of trust. [20][21][22][24][25][26][27][28][29][30][31] However, it can be difficult for teams, particularly those new to this type of work, to operationalize abstract structures and principles in the specific context of their research project.…”

Section: Introductionmentioning

confidence: 99%

Twelve Lessons Learned for Effective Research Partnerships Between Patients, Caregivers, Clinicians, Academic Researchers, and Other Stakeholders

Witteman

Dansokho

Colquhoun³

et al. 2018

J GEN INTERN MED

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Research increasingly means that patients, caregivers, health professionals, other stakeholders, and academic investigators work in partnership. This requires effective collaboration rooted in mutual respect, involvement of all participants, and good communication.Having conducted such partnered research over multiple projects, and having recently completed a project together funded by the Patient-Centered Outcomes Research Institute, we collaboratively developed a list of 12 lessons we have learned about how to ensure effective research partnerships. To foster a culture of mutual respect, hold early in-person meetings, with introductions focused on motivation, offer appropriate orientation for everyone, and maintain awareness of individual and project goals. To actively involve all team members, it is important to ensure sufficient funding for everyone's participation, to ask for and recognize diverse contributions, and to seek the input of quiet members. To facilitate good communication, teams should carefully consider labels, avoid jargon and acronyms, judiciously use homogeneous and heterogeneous subgroups, and keep progress visible. In offering pragmatic, actionable lessons we have learned through our separate and shared experiences, we hope to help foster more patient-centered research via productive and enjoyable research collaborations. INTRODUCTIONHealth research teams increasingly include patients, caregivers, clinicians, and other stakeholders whose primary careers are not health research. This may occur because team leaders are convinced of the merits of such an approach, because funders or publishers require it, or both. 1-4 Such partnerships are intended to increase the relevance of research to those who might benefit from it and thus to reduce research waste. 5 This is an excellent and laudable aim; however, there is relatively little practical guidance available about how to effectively conduct such partnered research.Previous reviews and evaluations demonstrate four points about conducting partnered research. First, research teams with patients, caregivers, and other stakeholder team members tend to involve these stakeholders more at earlier stages in the project than at later stages. 6,7 Second, people coming into projects without a research background may require orientation in order to participate fully. 8 Third, benefits of partnership may be difficult to formally assess. 9 Fourth, time requirements are a frequent concern for everyone. 7,10 These reviews offer valuable evidence syntheses relevant to partnership, as do recommendations from long-standing traditions of methods 558JGIM such as community-based participatory research 11 and participatory action research. 12 However, as partnered research expands across research types and funding opportunities, more people are engaging in team structures that are new to them. Available frameworks suggest structures for partnerships, [13][14][15][16] and literature promotes broad principles such as addressing issues of power and equity [17][18][19...

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Section: Introductionmentioning

confidence: 99%

Twelve Lessons Learned for Effective Research Partnerships Between Patients, Caregivers, Clinicians, Academic Researchers, and Other Stakeholders

Witteman

Dansokho

Colquhoun³

et al. 2018

J GEN INTERN MED

View full text Add to dashboard Cite

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“…Other models of collaboration appeared as examples of convergence. Three studies included Community-Based Participatory Research (CBPR) [31][32][33] as a model for collaboration, one study described Practice-Oriented Research (POR), 34 and one study looked at the Collective Impact model. 35 The articles reviewed enable a comprehensive understanding of applied convergence, its facilitating elements, and the challenges faced during implementation of programs, in which multiple partners and sectors were engaged.…”

Section: Discussionmentioning

confidence: 99%

“…It also creates opportunities to address partner threats and anxiety through transparency. 34 Among partners, some may be more distinguished than others. The inclusion of private enterprise as a partner may be critical to innovation as it relates to technologically advanced resources.…”

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confidence: 99%

“…3 Castonguay et al 34 • Anticipate difficulties in collecting meaningful data on multiple levels and multiple phases.…”

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confidence: 99%

“…34,42 A roadmap for the process of convergence innovation is a useful guide for partnership development in three iterative phases: social learning, social capital formation, and collective action. 18 Since each collaborator "speaks in a different language", 43 a social learning phase is an essential stage for all partners to learn a common language and bridge differences while collectively leveraging their attributes 34,44 and perspectives. It is also an opportunity for capacity building in knowledge, resources, technology, infrastructure, or organizational processes.…”

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confidence: 99%

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Convergence as public health innovation: a case for tobacco control

Horn¹,

Ali²,

Curry³

et al. 2016

IEH

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Abstract:The tobacco epidemic remains a significant global public health crisis, killing six million people a year. In the US, tobacco use remains the leading cause of preventable death, despite decades of antismoking efforts. Evidence-based tobacco control policies and programs are not consistently or optimally implemented across states and regions, thereby weakening their effectiveness. Moreover, wide disparities persist in tobacco use and tobacco-related diseases among the most socioeconomically vulnerable groups in society. Innovative tobacco control approaches are sorely needed to address these gaps in tobacco control by consolidating and harmonizing siloed and fragmented tobacco control practices. The present review gleans important insights on the nature and potential of this convergence and its applications in public health innovations. The evidence provides important guidance for formulating and implementing strategies for convergence in innovation. The DC Metro Tobacco Research and Instruction Consortium (MeTRIC) provides a case example -describing real-world insights from the authors' experience in implementing convergent innovation. With its two definitive principles in which, 1) public health and development go hand in hand, and 2) a focus on improving the status of the underserved, the concept of convergence leans on innovation to address specific needs of the community. In the multidisciplinary realm of tobacco control, the role of convergent innovation in addressing gaps resistant to current efforts is imperative and required.

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Collaboration with Urban Community Stakeholders: Refining Paraprofessional‐led Services to Promote Positive Parenting

Mehta

Lakind

Rusch

et al. 2019

American J of Comm Psychol

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Highlights• Partners engaged in an intentional process of relationship building to build a strong sense of trust.• Engaging staff who bridged organizational and practice contexts was key for intervention development.• Identifying, and building on, the strengths of the paraprofessional workforce was a primary focus.• Ensuring all stakeholders provided input into the development of the service model was vital.• Creating mechanisms for communication across multiple levels of the organization was critical.Abstract This paper describes the process of a community-academic partnership to navigate implementation challenges for a school-based service model led by paraprofessionals to promote positive parenting in high poverty urban communities. We describe the process by which we (a) identified implementation challenges, (b) sustained a university-community collaboration to redesign the paraprofessional service model, and (c) assessed the feasibility of the new model involving four social service agencies in 16 schools with over 600 families. The structure and process of the collaboration and refinement are described with attention to who was best positioned to engage in the collaboration and how the partnership worked to balance scientific rigor with responsiveness to paraprofessional workforce strengths. Feasibility data indicated that the revised model was successfully implemented by paraprofessional staff; 92.2% of possible staff monthly reports were completed and discussion of key goals was incorporated into 94.2% of interactions. Continual monitoring provided critical feedback from stakeholders as we drew on and interpreted these various sources of information to build and refine the service model. We suggest that these processes are critical steps to bridge the research-to-practice gap, by promoting practices that are aligned with the needs of children and families, and the staff who serve them.

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Building clinicians-researchers partnerships: Lessons from diverse natural settings and practice-oriented initiatives

Cited by 59 publications

References 36 publications

Twelve Lessons Learned for Effective Research Partnerships Between Patients, Caregivers, Clinicians, Academic Researchers, and Other Stakeholders

Twelve Lessons Learned for Effective Research Partnerships Between Patients, Caregivers, Clinicians, Academic Researchers, and Other Stakeholders

Convergence as public health innovation: a case for tobacco control

Collaboration with Urban Community Stakeholders: Refining Paraprofessional‐led Services to Promote Positive Parenting

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