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Collaboration and Context in the Design of Community-Engaged Research Training.
Health Promot Pract. 2021 05; 22(3):358-366.HP

Abstract

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.

Links

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Authors+Show Affiliations

Ziegahn L
University of California Davis School of Medicine, Sacramento, CA, USA.
Joosten Y
Vanderbilt University, Nashville, TN, USA.
Nevarez L
University of Texas at San Antonio, San Antonio, TX, USA.
Hurd T
University of Texas Health Science Center, San Antonio, TX, USA.
Evans J
Stanford University School of Medicine, Stanford, CA, USA.
Dumbauld J
University of California San Diego, San Diego, CA, USA.
Eder MM
University of Minnesota, Minneapolis, MN, USA.

MeSH

Community ParticipationCommunity-Based Participatory ResearchHumansResearch DesignResearch PersonnelTranslational Research, Biomedical

Pub Type(s)

Journal Article
Research Support, N.I.H., Extramural
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

31948272

Citation

Ziegahn, Linda, et al. "Collaboration and Context in the Design of Community-Engaged Research Training." Health Promotion Practice, vol. 22, no. 3, 2021, pp. 358-366.
Ziegahn L, Joosten Y, Nevarez L, et al. Collaboration and Context in the Design of Community-Engaged Research Training. Health Promot Pract. 2021;22(3):358-366.
Ziegahn, L., Joosten, Y., Nevarez, L., Hurd, T., Evans, J., Dumbauld, J., & Eder, M. M. (2021). Collaboration and Context in the Design of Community-Engaged Research Training. Health Promotion Practice, 22(3), 358-366. https://doi.org/10.1177/1524839919894948
Ziegahn L, et al. Collaboration and Context in the Design of Community-Engaged Research Training. Health Promot Pract. 2021;22(3):358-366. PubMed PMID: 31948272.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Collaboration and Context in the Design of Community-Engaged Research Training. AU - Ziegahn,Linda, AU - Joosten,Yvonne, AU - Nevarez,Lucinda, AU - Hurd,Thelma, AU - Evans,Jill, AU - Dumbauld,Jill, AU - Eder,Milton Mickey, Y1 - 2020/01/17/ PY - 2020/1/18/pubmed PY - 2021/5/29/medline PY - 2020/1/18/entrez KW - community assessment KW - community-based participatory research KW - formative evaluation KW - health research KW - program planning and evaluation KW - training SP - 358 EP - 366 JF - Health promotion practice JO - Health Promot Pract VL - 22 IS - 3 N2 - 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. SN - 1524-8399 UR - https://www.unboundmedicine.com/medline/citation/31948272/Collaboration_and_Context_in_the_Design_of_Community_Engaged_Research_Training_ DB - PRIME DP - Unbound Medicine ER -