scholarly journals 4455 Advancing the Science of Community Engagement with Human-Centered Design

2020 ◽  
Vol 4 (s1) ◽  
pp. 77-78
Author(s):  
Jordan Poll ◽  
Ayse Buyktur ◽  
Aalap Doshi ◽  
Linde Huang ◽  
Tricia Piechowski ◽  
...  
Keyword(s):  
Community Engagement ◽  
Translational Research ◽  
Academic Community ◽  
Human Centered Design ◽  
Systematic Analysis ◽  
Program Manager ◽  
Partnership Formation ◽  
Communication Program ◽  
Rich Data ◽  
The Impact

OBJECTIVES/GOALS: To describe how the Community Engagement (CE) Program at the Michigan Institute for Clinical & Health Research (MICHR), a Clinical & Translational Science Award (CTSA) site at the University of Michigan, is adopting human-centered design (HCD) to advance the science of community engagement in translational research and CE’s programmatic efforts. METHODS/STUDY POPULATION: The MICHR CE Program supports academic-community partnerships to transform translational research across the state of Michigan. As the team aims to better engage partners to help guide the direction of their work, CE is collaborating with MICHR’s Design and Innovation Core to incorporate human-centered design (HCD). HCD is an approach that prioritizes the needs, values, and perspectives of direct users during the creation of a new product or service. The MICHR team created interactive HCD activities for two statewide retreats to elicit feedback from community and academic members on ways to enhance community-engaged research (CEnR). Retreat participants worked on a variety of problems, such as barriers to partnering and defining impact for CEnR. These activities generated authentic, contextual, and multi-view data captured in various artifacts for systematic analysis. RESULTS/ANTICIPATED RESULTS: In the first retreat, a HCD activity had participants reflect on their own barriers to partnering in research and potential solutions. In the second retreat, an HCD activity facilitated participants interviewing each other on their views of the impact in CEnR. Results from the first activity identified a set of common barriers to CEnR, some related to partnership formation, communication, and partner equity, among others. These led the CE Program to specific programmatic efforts, such as designing a statewide partnership platform, hiring a communication program manager, and sponsoring community partners to join national conferences. The second retreat activity produced rich data to identify overlaps between different perspectives to inform how impact can be defined and measured in CEnR. DISCUSSION/SIGNIFICANCE OF IMPACT: HCD activities provide means to include community and academic members in the science of CEnR. They allow systematic ways to gather information directly from the diverse set of current or prospective partners of community engagement programs about their needs, experiences, and values, which can be translated to programmatic innovation.

scholarly journals Building capacity for dissemination and implementation to maximize research impact in a CTSA: The University of Wisconsin story

2020 ◽  
Vol 4 (3) ◽  
pp. 209-215 ◽  
Author(s):  
Andrew Quanbeck ◽  
Jane Mahoney ◽  
Kim Kies ◽  
Kate Judge ◽  
Maureen Smith
Keyword(s):  
Community Engagement ◽  
Translational Research ◽  
Stakeholder Engagement ◽  
Research Impact ◽  
Relationship Building ◽  
Dissemination And Implementation ◽  
Building Capacity ◽  
University Of Wisconsin ◽  
The University ◽  
The Impact

AbstractWe report results of an 8-year process of stakeholder engagement aimed at building capacity in Dissemination and Implementation (D&I) research at the University of Wisconsin as part of the National Institutes of Health’s Clinical and Translational Science Award (CTSA). Starting in 2008, annual individual interviews were held with leaders of the Wisconsin CTSA’s community engagement core for strategic planning purposes. Interviews were followed by annual planning meetings that employed a facilitated group decision-making process aimed at identifying and prioritizing gaps in the translational research spectrum. In 2011, the stakeholder engagement process identified D&I as a primary gap limiting overall impact of the institution’s research across the translational spectrum. Since that time, our CTSA has created an array of D&I resources falling into four broad categories: (1) relationship building with D&I partners, (2) D&I skill building, (3) translational research resources, and (4) resources to support D&I activities. Our systematic process of stakeholder engagement has increased the impact of research by providing D&I resources to meet investigator and community needs. CTSAs could engage with leaders of their community engagement cores, which are common to all CTSAs, to adapt or adopt these resources to build D&I capacity.

scholarly journals 3519 Community Engagement And Health Disparities In Clinical And Translational Research Course: A Joint Academic Institution Approach

2019 ◽  
Vol 3 (s1) ◽  
pp. 65-65
Author(s):  
Rakale Collins Quarells ◽  
Winifred Thompson ◽  
Elleen Yancey ◽  
Tabia Akintobi
Keyword(s):  
Health Disparities ◽  
Community Engagement ◽  
Translational Research ◽  
Behavioral Science ◽  
Skills Training ◽  
Academic Community ◽  
Translational Science ◽  
Community Based ◽  
Community Engaged Research ◽  
Institute Of Technology

OBJECTIVES/SPECIFIC AIMS: Current translational research moves beyond bench to bedside and includes translating scientific evidence to clinical practice and into the community settings (T1-T5). This progression is dynamic, involving patient-physician, community, and academic organizational structures and translational strategies. However, basic and clinician scientists are often unprepared and/or ill equipped to successfully conduct community-engaged research which may aid in more efficient translation of their research findings. The recognized need for such training was the impetus for our course which was originally designed and implemented through the innovative and sustainable joint academic-community partnerships of Morehouse School of Medicine and Emory University with the support of Georgia Institute of Technology. Since that time the course has evolved with the recently added partner, University of Georgia. METHODS/STUDY POPULATION: Initially developed and implemented in 2008, the course continues through the Georgia Clinical and Translational Science Alliance, Community Engagement and Research Program (GaCTSA/CERP), a Clinical Translational Science Award (CTSA) (UL1TR002378). The course is an introduction to community-engaged research concepts/methods. This includes behavioral science; community engagement principles; clinical translational research partnerships; and strategies in planning, implementing, evaluating, and disseminating community-engaged research to address health disparities. The course is open to the four GaCTSA academic institutions’ faculty, MD, PhD, MS in Clinical Research, and the Graduate Certificate in Translational Science students. RESULTS/ANTICIPATED RESULTS: Students received scholarly and hands-on training in community engaged research through faculty- and community member-led didactic lectures/interactions, team science activities, and a final assignment involving work with a community-based organization. From 2008-2017 over 230 students have matriculated through this course and many are now involved in community-engaged translational research. Most students in the class were MD/PhD students (33%), however 21% were junior faculty, attending physicians (21%), or fellows/residents/ postdocs (15%). Evaluations over the years indicate that most students were unware of Community-Based Participatory or community-engagement strategies for conducting translational research. DISCUSSION/SIGNIFICANCE OF IMPACT: Effective application of community-engaged translational research requires essential skills training to facilitate the translational research paradigm. Translational researchers, at any stage, will benefit from understanding the entire translational research process and the importance of quickly bringing research advances to patients and the community.

TEACH-POT: Provide Opportunities in Teaching

2020 ◽  
pp. 79-91 ◽  
Author(s):  
Maria Giulia Ballatore ◽  
Ettore Felisatti ◽  
Laura Montanaro ◽  
Anita Tabacco
Keyword(s):  
Academic Community ◽  
Real Effect ◽  
The Real ◽  
Main Components ◽  
The Impact ◽  
Training Opportunities ◽  
Different Levels

This paper is aimed to describe and critically analyze the so-called "TEACHPOT" experience (POT: Provide Opportunities in Teaching) performed during the last few years at Politecnico di Torino. Due to career criteria, the effort and the time lecturers spend in teaching have currently undergone a significant reduction in quantity. In order to support and meet each lecturers' expectations towards an improvement in their ability to teach, a mix of training opportunities has been provided. This consists of an extremely wide variety of experiences, tools, relationships, from which everyone can feel inspired to increase the effectiveness of their teaching and the participation of their students. The provided activities are designed around three main components: methodological training, teaching technologies, methodological experiences. A discussion on the findings is included and presented basing on the data collected through a survey. The impact of the overall experience can be evaluated on two different levels: the real effect on redesigning lessons, and the discussion on the matter within the entire academic community.

The Impact of Translational Research in Breast Cancer Care: Can we Improve the Therapeutic Scenario?

2018 ◽  
Vol 18 (6) ◽  
pp. 832-836
Author(s):  
Giuseppe Buono ◽  
Francesco Schettini ◽  
Francesco Perri ◽  
Grazia Arpino ◽  
Roberto Bianco ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Translational Research ◽  
Cell Biology ◽  
Cancer Biology ◽  
Hormone Receptors ◽  
Treatment Strategies ◽  
Growth Factor Receptor ◽  
Molecular Heterogeneity ◽  
Therapeutic Implications ◽  
The Impact

Traditionally, breast cancer (BC) is divided into different subtypes defined by immunohistochemistry (IHC) according to the expression of hormone receptors and overexpression/amplification of human epidermal growth factor receptor 2 (HER2), with crucial therapeutic implications. In the last few years, the definition of different BC molecular subgroups within the IHC-defined subtypes and the identification of the important role that molecular heterogeneity can play in tumor progression and treatment resistance have inspired the search for personalized therapeutic approaches. In this scenario, translational research represents a key strategy to apply knowledge from cancer biology to the clinical setting, through the study of all the tumors “omics”, including genomics, transcriptomics, proteomics, epigenomics, and metabolomics. Importantly, the introduction of new high-throughput technologies, such as next generation sequencing (NGS) for the study of cancer genome and transcriptome, greatly amplifies the potential and the applications of translational research in the oncology field. Moreover, the introduction of new experimental approaches, such as liquid biopsy, as well as new-concept clinical trials, such as biomarker-driven adaptive studies, may represent a turning point for BC translational research. </P><P> It is likely that translational research will have in the near future a significant impact on BC care, especially by giving us the possibility to dissect the complexity of tumor cell biology and develop new personalized treatment strategies.

Exile, Diaspora, and Return

2017 ◽  
Author(s):  
Luis Roniger ◽  
Leonardo Senkman ◽  
Saúl Sosnowski ◽  
Mario Sznajder
Keyword(s):  
Systematic Analysis ◽  
The Arts ◽  
Scientific Disciplines ◽  
Early Twenty ◽  
Transnational Connections ◽  
Late Twentieth ◽  
Institutional Impact ◽  
Global Arena ◽  
Education Science ◽  
The Impact

This book explores how Argentina, Chile, Paraguay, and Uruguay have been affected by postexilic relocations, transnational migrant displacements, and diasporas. It provides a systematic analysis of the formation of exile communities and diaspora politics, the politics of return, and the agenda of democratization in the late twentieth and early twenty-first centuries, focusing on the impact of intellectuals, academics, activists, and public figures who had experienced exile on the reconstitution and transformation of their societies following democratization. Readers are offered a kaleidoscope of intellectual itineraries, debates, and contributions held in the public domain by individuals who confronted and fought authoritarian rule. The book covers their contributions to the restructuring and transformation of scientific disciplines and of the humanities and the arts, as well as their collective institutional impact on higher education, science and technology, and public institutions. Bringing together sociopolitical, cultural, and policy analysis with the testimonies of dozens of intellectuals, academics, political activists, and policymakers, the book addresses the impact of exile on people’s lives and on their fractured experiences, the debates and prospects of return, the challenges of dis-exile and postexilic trends, and, finally, the ways in which those who experienced exile impacted democratized institutions, public culture, and discourse. It also follows some crucial shifts in the frontiers of citizenship, moving analysis to transnational connections and permanent diasporas, including the diasporas of knowledge that increasingly changed the very meaning of being national and transnational, while connecting those countries to the global arena.

scholarly journals 13.D. Workshop: SDGs in the focus of environmental and health issues

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  
Keyword(s):  
Public Health ◽  
Climate Change ◽  
Sustainable Development ◽  
Community Engagement ◽  
Health Professionals ◽  
Health Issues ◽  
The Sustainable Development ◽  
The World ◽  
Environmental And Health Issues ◽  
The Impact

Abstract This workshop is dedicated on SDGs in the focus of environmental and health issues, as very important and actual topic. One of the characteristics of today's societies is the significant availability of modern technologies. Over 5 billion (about 67%) people have a cellphone today. More than 4.5 billion people worldwide use the Internet, close to 60% of the total population. At the same time, one third of the people in the world does not have access to safe drinking water and half of the population does not have access to safe sanitation. The WHO at UN warns of severe inequalities in access to water and hygiene. Air, essential to life, is a leading risk due to ubiquitous pollution and contributes to the global disease burden (7 million deaths per year). Air pollution is a consequence of traffic and industry, but also of demographic trends and other human activities. Food availability reflects global inequality, famine eradication being one of the SDGs. The WHO warns of the urgency. As technology progresses, social inequality grows, the gap widens, and the environment continues to suffer. Furthermore, the social environment in societies is “ruffled” and does not appear to be beneficial toward well-being. New inequalities are emerging in the availability of technology, climate change, education. The achievement reports on the Sustainable Development Goals (SDGs), also point out to the need of reviewing individual indicators. According to the Sustainable Development Agenda, one of the goals is to reduce inequalities, and environmental health is faced by several specific goals. The Global Burden of Disease is the most comprehensive effort to date to measure epidemiological levels and trends worldwide. It is the product of a global research collaborative and quantifies the impact of hundreds of diseases, injuries, and risk factors in countries around the world. This workshop will also discuss Urban Health as a Complex System in the light of SDGs. Climate Change, Public Health impacts and the role of the new digital technologies is also important topic which is contributing to SDG3, improving health, to SDG4, allowing to provide distance health education at relatively low cost and to SDG 13, by reducing the CO2 footprint. Community Engagement can both empower vulnerable populations (so reducing inequalities) and identify the prior environmental issues to be addressed. The aim was to search for public health programs using Community Engagement tools in healthy environment building towards achievement of SDGs. Key messages Health professionals are involved in the overall process of transformation necessary to achieve the SDGs. Health professionals should be proactive and contribute to the transformation leading to better health for the environment, and thus for the human population.

scholarly journals From COVID-19 adversity comes opportunity: teaching an online integrative medicine course

2021 ◽  
pp. bmjspcare-2020-002713
Author(s):  
Eran Ben-Arye ◽  
Yael Keshet ◽  
Ariel Schiff ◽  
Catherine Zollman ◽  
Emanuela Portalupi ◽  
...  
Keyword(s):  
Integrative Medicine ◽  
Student Attitudes ◽  
Professional Growth ◽  
Academic Community ◽  
Group Discussions ◽  
Item Questionnaire ◽  
Raising Awareness ◽  
Elective Course ◽  
Potential Risks ◽  
The Impact

BackgroundWe examine the impact of a 5-day online elective course in integrative medicine (IM) taking place during the COVID-19 pandemic, attended by 18 medical students from two faculties of medicine in Israel.MethodsThe course curriculum addressed effectiveness and safety of IM practices highlighting supportive and palliative care, demonstrated the work of integrative physicians (IPs) in designing patient-tailored treatments and taught practical skills in communication regarding IM. Group discussions were conducted via Zoom with 32 physicians, healthcare practitioners and IM practitioners working in integrative academic, community and hospital-based settings, in Israel, Italy, UK and Germany. An 18-item questionnaire examined student attitudes and perceived acquisition of skills for implementing what was learned in clinical practice. Student narratives were analysed using ATLAS.Ti software for systematic coding, identifying barriers and advantages of the online learning methodology.ResultsStudents reported a better understanding of the benefits of IM for specific outcomes (p=0.012) and of potential risks associated with these therapies (p=0.048). They also perceived the acquisition of skills related to the IM-focused history (p=0.006), learnt to identify effectiveness and safety of IM treatments (p=0.001), and internalised the referral to IPs for consultation (p=0.001). Student narratives included reflections on the tools provided during the course for assessing effectiveness and safety, enhancing communication with patients, enriching their patient-centred perspective, raising awareness of available therapeutic options, and personal and professional growth.ConclusionsOnline clinical electives in IM are feasible and can significantly increase students’ awareness and modify attitudes towards acquirement of patient-centred perspectives.

Indigenous and Deaf People and the Implications of Ongoing Practices of Colonization: A Comparison of Australia and Canada

2021 ◽  
pp. 016059762110015
Author(s):  
Tracey A. Bone ◽  
Erin Wilkinson ◽  
Danielle Ferndale ◽  
Rodney Adams
Keyword(s):  
Indigenous Peoples ◽  
Deaf Education ◽  
Academic Community ◽  
Intergenerational Trauma ◽  
Mental Wellbeing ◽  
Deaf People ◽  
Deaf Community ◽  
Transgenerational Trauma ◽  
Minority Communities ◽  
The Impact

In the growing field of colonial and anti-colonial research, many parallels have been drawn between Westernized countries including Australia and Canada. In both of these countries, there is considerable academic, community and governmental recognition of historic, and continuing, colonizing of Indigenous peoples and the subsequent impacts on Indigenous cultures. Terms such as transgenerational trauma and intergenerational trauma give language to the ongoing impact of colonization on communities, which in turn serves to legitimize the need for mental wellbeing supports and associated funding. However, there are other minority communities that are similarly oppressed and colonized but do not experience the same legitimization. One such community is the Deaf community. Deaf people continue to experience systemic oppression and colonization within our hearing centric society. Building on the work of Batterbury, Ladd and Gulliver (2007), we extend discussions on the parallels between Indigenous and Deaf communities of Australia and Canada, drawing on the established and commonly discussed link between the impact of racism and colonization on (mental) health. We connect these discussions to modern instances of colonization including the aspect of deaf education to illustrate a “living” mechanism through which colonization continues to impact mental wellbeing in the broader Deaf community.

scholarly journals University students’ representations of Europe and self-identification as Europeans: a synthesis of qualitative evidence for future policy formulation

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Esther Cores-Bilbao ◽  
María del Carmen Méndez-García ◽  
M. Carmen Fonseca-Mora
Keyword(s):  
University Students ◽  
Evidence Synthesis ◽  
Foreign Language Learning ◽  
Educational Interventions ◽  
Policy Formulation ◽  
Qualitative Evidence Synthesis ◽  
The European Union ◽  
Systematic Analysis ◽  
Qualitative Evidence ◽  
The Impact

AbstractThe current European context is characterised by the emergence of socio-political tensions that threaten to derail the cohesion objectives traditionally promoted by the authorities of the European Union. With EU citizenship in the shadow of Brexit, the fear of dismemberment of the current Europe of the 28 looms over a renewed debate on concepts like European identity, European citizenship or EU legitimacy and the involvement of its constituents in European affairs, as well as the role of education for promoting democratic awareness among young Europeans. This work aims to collect, appraise and synthesise qualitative evidence obtained in primary research exploring the perceptions of European university students about their civic and cultural identity. This systematic analysis sets out to identify predictors of positive self-identification with the EU and its institutions, focusing on the impact that different educational interventions have had on the attitudes and perceptions expressed by university students, and the importance of foreign language learning in the results obtained. The authors report their assessment of quality of the findings in a Cochrane-style qualitative evidence synthesis (QES), based on the GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) method. The 12 informed findings described in this study support decision-making in future education policy formulation.

scholarly journals Clinical and Translational Research and Community Engagement: Implications for Researcher Capacity Building

2012 ◽  
Vol 5 (4) ◽  
pp. 329-332 ◽  
Author(s):  
Linda Sprague Martinez ◽  
Beverley Russell ◽  
Carolyn Leung Rubin ◽  
Laurel K. Leslie ◽  
Doug Brugge
Keyword(s):  
Community Engagement ◽  
Translational Research ◽  
Capacity Building ◽  
Clinical And Translational Research
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