scholarly journals Defining and Measuring Community Engagement and Community-Engaged Research: Clinical and Translational Science Institutional Practices

2018 ◽  
Vol 12 (2) ◽  
pp. 115-116
Author(s):  
Milton “Mickey” Eder ◽  
Eunbyul Evans ◽  
Melanie Funes ◽  
Hui Hong ◽  
Katja Reuter ◽  
...  
Keyword(s):  
Community Engagement ◽  
Translational Science ◽  
Institutional Practices ◽  
Community Engaged Research

scholarly journals Ready or not? Observations from a long-standing community engagement advisory board about investigator competencies for community-engaged research

2018 ◽  
Vol 2 (3) ◽  
pp. 129-134 ◽  
Author(s):  
Alicia K. Matthews ◽  
Amparo Castillo ◽  
Emily Anderson ◽  
Marilyn Willis ◽  
Wendy Choure ◽  
...  
Keyword(s):  
Community Engagement ◽  
Core Competencies ◽  
Educational Programs ◽  
Advisory Board ◽  
Translational Science ◽  
Important Work ◽  
University Of Illinois ◽  
Community Engaged Research ◽  
Competency Based ◽  
The University

Preparing investigators to competently conduct community-engaged research is critical to achieving Clinical and Translational Science Award (CTSA) program goals. The purpose of this study is to describe the perspectives of members of a long-standing community engagement advisory board (CEAB) on investigators’ readiness to engage communities and indicators of investigator competence in community-engaged research, in order to suggest core competencies to guide the development of CTSA-sponsored educational programs. Two 90-minute focus groups were conducted with a subset of members of a CEAB (n=19) affiliated with the Center for Clinical and Translational Science at the University of Illinois at Chicago. CEAB members identified a range of investigator skills and practices that demonstrate readiness to engage in community-engaged research. Eight competencies were identified that should be incorporated in providing education to enhance the readiness and competency of CTSA-affiliated researchers planning to engage communities in research. CEAB observations demonstrate the necessity of developing competency-based educational programs that prepare clinical and translational scientists at all levels for the important work of community-engaged research.

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.

scholarly journals Trust in Community-Engaged Research Partnerships: A Methodological Overview of Designing a Multisite Clinical and Translational Science Awards (CTSA) Initiative

2019 ◽  
Vol 43 (3) ◽  
pp. 180-192
Author(s):  
Mimi M. Kim ◽  
Ann Cheney ◽  
Anita Black ◽  
Roland J. Thorpe ◽  
Crystal Wiley Cene ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Academic Research ◽  
Future Research ◽  
Translational Science ◽  
Community Health Care ◽  
Minority Communities ◽  
Research Partnerships ◽  
Mixed Methods Approach ◽  
Community Engaged Research ◽  
Stakeholder Groups

Community-engaged research (CEnR) builds on the strengths of the Clinical and Translational Science Awards (CTSA) framework to address health in underserved and minority communities. There is a paucity of studies that identify the process from which trust develops in CEnR partnerships. This study responds to the need for empirical investigation of building and maintaining trust from a multistakeholder perspective. We conducted a multi-institutional pilot study using concept mapping with to better understand how trust, a critical outcome of CEnR partnerships, can act as “social capital.” Concept mapping was used to collect data from the three stakeholder groups: community, health-care, and academic research partners across three CTSAs. Concept mapping is a mixed-methods approach that allows participants to brainstorm and identify factors that contribute to a concept and describe ways in which those factors relate to each other. This study offers important insights on developing an initial set of trust measures that can be used across CTSAs to understand differences and similarities in conceptualization of trust among key stakeholder groups, track changes in public trust in research, identify both positive and negative aspects of trust, identify characteristics that maintain trust, and inform the direction for future research.

scholarly journals 3573 Critical Barriers to Effective Community-Academic Research Partnerships and Potential Solutions

2019 ◽  
Vol 3 (s1) ◽  
pp. 86-87
Author(s):  
Susan J Woolford ◽  
Ayse G. Buyuktur ◽  
Patricia Piechowski ◽  
Aalap Doshi ◽  
Erica E. Marsh
Keyword(s):  
Community Engagement ◽  
Academic Research ◽  
The State ◽  
Academic Institutions ◽  
Community Members ◽  
Research Partnerships ◽  
Partnership Development ◽  
Community Engaged Research ◽  
Academic Partnerships ◽  
Effective Community

OBJECTIVES/SPECIFIC AIMS: Background: The importance of engaging community in research and fostering community-academic research partnerships is increasingly acknowledged by Clinical and Translational Science Award (CTSA) institutes. However, forming and maintaining such collaborations is often hampered by numerous challenges. It is critical to investigate the barriers to effective community-academic partnerships and to develop novel approaches to overcome these barriers. Objective: To explore community and academic perspectives of the challenges faced by community-academic research partnerships and potential solutions to these identified challenges. METHODS/STUDY POPULATION: Methods: In an effort to explore creative approaches to address these issues, the Community Engagement Program at the Michigan Institute for Clinical & Health Research (MICHR), the CTSA site that serves Michigan, hosted a retreat to elicit the input of community members and academics from across the state. There was a mix of participants ranging from those with established community-academic partnerships to others who were new to community-engaged research and in early stages of forming partnerships. At the retreat, attendees were randomly divided into groups and asked to answer the specific question, “What are your barriers to partnering in research?” After each group identified a set of barriers and reported their findings to the entire room, attendees were asked to work again in their small groups to discuss potential solutions to these barriers. Ideas for solutions were also shared with the entire room. As part of the process of brainstorming about these questions, attendees were asked to document their ideas --- for both barriers and solutions --- on post-it notes which were then grouped by category. Artifacts from the retreat were saved digitally and transcripts made from these records. The findings were then analyzed to identify common themes. RESULTS/ANTICIPATED RESULTS: Results: Eighty-six participants attended the retreat from across the state of Michigan. Forty-three represented community organizations that focus on addressing a wide array of social determinants of health issues. The remaining forty-three participants represented various academic institutions. The most frequently mentioned challenges to community-academic partnerships were related to communication and relationship building. To overcome barriers in these areas, participants noted that it is critical to collaboratively and explicitly identify shared goals, values and norms in the early stages of partnership development. This was closely linked to the need for additional funding to help foster and strengthen relationships by allowing partners to spend time together to both work and socialize informally, preferably in face-to-face settings. These were deemed crucial for building trust and common ground. In addition, more equitable funding and role distribution --- including shared leadership and governance of research projects between community and academia--- that recognizes and supports the true costs of involvement in research for community members was viewed as important. Other frequently noted issues on the part of community members were the need for greater respect for community partners and for more training opportunities to build capacity within communities to participate in research. Participants from academic institutions emphasized that the current requirements and timeline for promotion in academia make it harder for them to participate in community-engaged research, especially as early career researchers. They maintained that wider recognition of the value of community-engaged research is necessary and that this requires the support of home departments. Finally, participants underscored the importance of building infrastructure to better connect potential partners from the community and academia by making it easier to identify common interests and reciprocal strengths. DISCUSSION/SIGNIFICANCE OF IMPACT: Conclusion: The problems faced by community-academic partnerships may be alleviated by working with community and academic members to identify potential solutions. Further work is needed to systematically examine barriers and the efficacy of solutions to enhance community-academic partnerships. Acknowledgements: We thank all attendees of the MICHR Community Engagement retreat for their participation in this activity that explored barriers to effective community-academic partnerships. Their honest and frank feedback was essential to broaching sensitive topics related to partnership development, and to identify realistic and practical solutions. We also thank all members of the planning committee and our colleagues in the Community Engagement Program for their work on bringing together community and academic members for this retreat. This project was supported by grant number UL1TR002240 from the National Center for Advancing Translational Sciences (NCATS).

scholarly journals Exploring the potential role of community engagement in evaluating clinical and translational science grant proposals

2018 ◽  
Vol 2 (3) ◽  
pp. 139-146 ◽  
Author(s):  
Jeffrey W. Treem ◽  
Margaret Schneider ◽  
Robynn L. Zender ◽  
Dara H. Sorkin
Keyword(s):  
Community Engagement ◽  
Potential Role ◽  
Review Process ◽  
Translational Science ◽  
Community Members ◽  
Grant Proposals ◽  
Stage Process ◽  
Stage 1 ◽  
The University

IntroductionThis study explored the effects of integrating community members into the evaluation of clinical and translational science grants.MethodsThe University of California, Irvine Institute for Clinical and Translational Sciences (ICTS) engaged 21 community reviewers alongside scientific reviewers in a 2-stage process of evaluating research proposals. In Stage 1 reviewers scored proposals, and during Stage 2 two study sections convened: one a mix of community reviewers and scientific reviewers, and one only engaging scientific reviewers. In total, 4 studies were discussed by both study sections.ResultsComparisons of reviews revealed little difference between ratings of community reviewers and those of scientific reviewers, and that community reviewers largely refrained from critiquing scientific or technical aspects of proposals.ConclusionsThe findings suggest that involving community reviewers early in the grant cycle, and exposing them to the entirety of the review process, can bolster community engagement without compromising the rigor of grant evaluations.

scholarly journals Clinical and Translational Science Awards and Community Engagement

2009 ◽  
Vol 37 (5) ◽  
pp. 464-467 ◽  
Author(s):  
Lloyd Michener ◽  
F. Douglas Scutchfield ◽  
Sergio Aguilar-Gaxiola ◽  
Jennifer Cook ◽  
A.H. Strelnick ◽  
...  
Keyword(s):  
Community Engagement ◽  
Translational Science

scholarly journals 3392 Tapping into Community Insight and Lived Experience to Inform, Guide and Direct Translational Science Initiatives

2019 ◽  
Vol 3 (s1) ◽  
pp. 95-95
Author(s):  
Miles McNeeley ◽  
Katrina Kubicek ◽  
Lourdes Baezconde-Garbanati ◽  
Karen D. Lincoln ◽  
Michele Kipke
Keyword(s):  
African American ◽  
Los Angeles ◽  
Clinical Research ◽  
Community Engagement ◽  
Community Advisory Board ◽  
Translational Science ◽  
Community Members ◽  
Black African ◽  
African American Communities ◽  
Community Input

OBJECTIVES/SPECIFIC AIMS: This study aims to describe adaptability in methods used to apply community input to programming within the field of translational science. The outcomes of community informed programming include opportunities for innovative projects and approaches, and better responsiveness to community needs. It is anticipated that this will result in greater community involvement in research, moving towards greater health equity. METHODS/STUDY POPULATION: The SC CTSI is situated in urban Los Angeles, one of the most diverse communities in the world. Eight SC CTSI Community Engagement Core initiatives that employ community partnership are illustrated. The activities include social marketing campaigns for cervical cancer prevention; use of community-embedded research ambassadors to increase scientific literacy in Latino and Black/African-American communities; use of innovative technologies to educate pediatric patients and families about clinical research; working with the entertainment industry to promote clinical research in popular television shows; a community advisory board that is tailored and embedded in each CSTA core group; a community based research dissemination program; an ad-hoc community advisory group assembled to adapt a research 101 curriculum for Black/African-American communities; and a series of listening sessions conducted throughout Los Angeles. RESULTS/ANTICIPATED RESULTS: Integration of community voices provide direction for future planning, programming and execution of all referenced initiatives. Ultimately, the goal for these discussions with community members is to develop innovative approaches to CTSA programming. DISCUSSION/SIGNIFICANCE OF IMPACT: Racial and ethnic minorities continue to experience underrepresentation in clinical research trials. CTSAs have been tasked with addressing barriers that have historically led to disparities in research participation, and by extension, the effectiveness of medical interventions in diverse populations. Community input is an invaluable source for knowledge and innovative ideas in how to increase involvement in various aspects of the research process, including dissemination, recruitment and enrollment in clinical trials. CTSAs have increasingly augmented Community Engagement programs within their respective cores to address population disparities. The approaches used to engage communities require an element of fluidity and flexibility, and a reliance on the input of community members, in order to maintain relevant and desired community engagement practices.

Promoting and Advocating for Ethical Community Engagement: Transparency in the Community-engaged Research Spectrum

2021 ◽  
Vol 15 (4) ◽  
pp. 419-424
Author(s):  
Darcy Jones McMaughan ◽  
Suzanne M. Dolwick Grieb ◽  
Roula Kteily-Hawa ◽  
Kent D. Key
Keyword(s):  
Community Engagement ◽  
Community Engaged Research
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