Development of a self-directed, online-learning curriculum to increase community-engaged research in clinical and translational science

Balls-Berry, Joyce E.; Billings, Heather; Ernste, Laura; Soto, Miguel Valdez; Frimannsdottir, Katrin R.; Weavers, Karen M.; Montori, Víctor M.; Patten, Christi A.

doi:10.1017/cts.2016.19

Cited by 7 publications

(7 citation statements)

References 13 publications

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“…Our CE program focuses on outreach, training, social media and engagement of the diverse community stakeholders described [ 3 , 27 – 29 ]. Outreach activities occur at least twice per month at each site, most commonly in partnership with local African-American and Hispanic faith-based organizations, with attendance ranging from 6 to 2,000 individuals per event.…”

Section: Methodsmentioning

confidence: 99%

Using Garden Cafés to engage community stakeholders in health research

et al. 2018

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Science Cafés, informal venues to promote bidirectional dialog, inquiry and learning about science between community members, scientists, healthcare and service providers, hold promise as an innovative tool for healthcare researchers and community members to improve health outcomes, especially among populations with health disparities. However, the process of optimizing science cafés is under-studied. We describe the pilot evaluation of a series of Science Cafés, called Garden Cafés (n = 9), conducted from September 2015 through April 2016 in Olmsted County, MN and Duval County, FL to connect Mayo Clinic researchers and local service providers with the community. Selection of discussion topics was guided by a county health needs assessment, which identified community priorities. Before leaving the events, community participants completed a brief anonymous survey assessing sociodemographics and their knowledge of research benefits, readiness to participate as a partner in health research, and health and science literacy confidence. Of the 112 attendees who responded, 51% were female and 51% were Black. Respondents reported that participating in the event significantly improved (all at p<0.001) their understanding on all three measures. Preliminary findings suggest that Garden Cafés are an effective forum to increase community understanding and disposition to collaborate in health research, especially in members from diverse backgrounds.

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Section: Methodsmentioning

confidence: 99%

Using Garden Cafés to engage community stakeholders in health research

et al. 2018

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“…Other CTSA studies on CEnR training as a vehicle to make research concepts more available to communities describe the participation of community members, practitioners, community-based organizations, and academics as trainees and codesigners (Balls-Berry et al, 2017;Battaglia, Pamphile, Bak, Spencer, & Gunn, 2019;Boyer et al, 2018;Cunningham-Erves et al, 2018;Stewart et al, 2018). Codesigners sought community input on learning formats outside of the standard academic classroom-based lecture and slide presentation formats.…”

Section: Program Designmentioning

confidence: 99%

Collaboration and Context in the Design of Community-Engaged Research Training

Ziegahn

Joosten

Nevarez

et al. 2020

Health Promotion Practice

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Collaboration between academic researchers and community members, clinicians, and organizations is valued at all levels of the program development process in community-engaged health research (CEnR). This descriptive study examined a convenience sample of 30 projects addressing training in CEnR methods and strategies within the Clinical and Translational Science Awards (CTSA) consortium. Projects were selected from among posters presented at an annual community engagement conference over a 3-year period. Study goals were to learn more about how community participation in the design process affected selection of training topics, how distinct community settings influenced the selection of training formats, and the role of evaluation in preparing training participants to pursue future health research programming. Results indicated (1) a modest increase in training topics that reflected community health priorities as a result of community (as well as academic) participation at the program design stage, (2) a wide range of community-based settings for CEnR training programs, and (3) the majority of respondents conducted evaluations, which led in turn to revisions in the curricula for future training sessions. Practice and research implications are that the collaboration displayed by academic community teams around CEnR training should be traced to see if this participatory practice transfers to the design of health promotion programs. Second, collaborative training design tenets, community formats and settings, and evaluation strategies should be disseminated throughout the CTSA network and beyond. Third, common evaluative metrics and indicators of success for CEnR training programs should be identified across CTSA institutions.

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“…Given that training offerings in CEnR across institutions differ, research has introduced a community-engaged dissemination and implementation (CEDI) competency framework to develop effective CEnR partnerships by assessing the level of readiness reflected in researcher's attitudes, knowledge, and behaviors in nine major domains: 1) perceived value of CEDI research, 2) introspection and openness, 3), knowledge of community characteristics, 4), appreciation for stakeholder's experiences 5) preparing partnership for collaborative decisionmaking, 6) collaborative planning, 7) communication effectiveness, 8), equitable distribution of resources and credit, and 9) sustaining the partnership 13 . While research has documented the impacts of CTSA initiatives in training community stakeholders [14][15][16][17][18] , limited research has explored key processes implemented in partnership with community stakeholders to co-develop relevant CEnR curriculum to train health researchers and doctoral students in CEnR. For example, University of Texas Health Science Center coordinates project St. Mary's Academic Research Team (SMART), a service-learning course that provides students with opportunities for practical experiences while partnering with a local elementary school system 19 .…”

Section: Introductionmentioning

confidence: 99%

“…(1) perceived value of CEDI research, (2) introspection and openness, (3) knowledge of community characteristics, (4) appreciation for stakeholder's experiences, (5) preparing partnership for collaborative decision-making, (6) collaborative planning, (7) communication effectiveness, 8) equitable distribution of resources and credit, and (9) sustaining the partnership [13]. While research has documented the impacts of CTSA initiatives in training community stakeholders [14][15][16][17][18], limited research has explored key processes implemented in partnership with community stakeholders to codevelop relevant CEnR curriculum to train health researchers and doctoral students in CEnR.…”

Section: Introductionmentioning

confidence: 99%