scholarly journals An exploratory study of Clinical and Translational Science Award community-engaged research training programs

2018 ◽  
Vol 2 (2) ◽  
pp. 110-114 ◽  
Author(s):  
Linda Ziegahn ◽  
Lucinda Nevarez ◽  
Thelma Hurd ◽  
Jill Evans ◽  
Yvonne Joosten ◽  
...  
Keyword(s):  
Qualitative Analysis ◽  
Training Program ◽  
Capacity Building ◽  
Exploratory Study ◽  
Training Programs ◽  
Research Training ◽  
Systems Change ◽  
Translational Science ◽  
Community Engaged Research

BackgroundThe Clinical and Translational Science Award (CTSA) institutions are increasing development of training programs in community-engaged research (CEnR) to support translational science.MethodsThis study sampled posters at CTSA national meetings to identify CEnR training approaches, topics, and outcomes.ResultsQualitative analysis of 30 posters revealed training topics and outcomes focused primarily on CEnR capacity building, overcoming barriers, systems change, and sustainability.ConclusionFurther research should focus on development and results of CTSA CEnR training program metrics.

scholarly journals Development and evaluation of a community-engaged research training program: Building capacity of Marshallese stakeholders and academic researchers to conduct health research

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Pearl A McElfish ◽  
Brett Rowland ◽  
Britni L Ayers ◽  
Gail E O'Connor ◽  
Rachel S Purvis ◽  
...  
Keyword(s):  
Health Disparities ◽  
Training Program ◽  
Participatory Research ◽  
Research Training ◽  
Pacific Islanders ◽  
Community Engaged Research ◽  
Community Stakeholders ◽  
Obesity And Diabetes ◽  
Academic Researchers ◽  
Research Training Program

Pacific Islanders are a growing, yet understudied population who suffer from high rates of chronic diseases such as obesity and diabetes. Given the historical trauma experienced by Pacific Islanders, community-based participatory research (CBPR) is an appropriate way to conduct research focused on reducing the health disparities observed in this population. This paper presents the process of engaging the Marshallese community to design, conduct, and evaluate a community-engaged research training program. The goal of the program was to build the capacity of both academic researchers and community stakeholders to conduct CBPR for the purpose of addressing health disparities identified and prioritized by the Marshallese community. The program included both didactic training and experiential mentored research components delivered over a period of two years. Eleven Marshallese community stakeholders and eleven academic researchers participated in the program. Results indicated that the program successfully increased participants’ knowledge regarding the CBPR process. Groups of participants have completed exploratory research projects based on the topics identified by the community. The evaluation adds important insights to the current CBPR training literature and can inform future CBPR trainings. Keywordscommunity-based participatory research, community-engaged research, Pacific Islanders, minority health, health disparities, interprofessional training

scholarly journals Views of medical residents on a research training program: a qualitative study

2020 ◽  
Author(s):  
Pamela Abi Khalil ◽  
Gladys Honein-AbouHaidar ◽  
Dina El Achi ◽  
Lara Al-Hakim ◽  
Hani Tamim ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Training Program ◽  
Capacity Building ◽  
Research Training ◽  
Graduate Training ◽  
Medical Center ◽  
Research Question ◽  
Snowball Sampling ◽  
Research Experience ◽  
Building Activities

Abstract Background The American University of Beirut Medical Center (AUBMC) developed the Fellowship and Residency Research Program (FRRP) to provide residents and clinical fellows with a supervised and structured research experience. Objective To explore the views of FRRP participants about the training program and how to enhance it. Methods We conducted a qualitative study targeting residents in one of the post-graduate training programs at AUBMC. We invited potential participants through email and via snowball sampling. We continued the data collection until we reached data saturation. We used a thematic analysis to identify emerging themes. Results Four themes emerged from the content analysis: expectations of residents, coordination, mentorship, and capacity building. Residents expected the FRRP to provide them with capacity building activities in conducting research since they perceived themselves as novice researchers. In terms of coordination, few residents complained that the deadlines to submit the deliverables are not evenly distributed across the years, so they suggested moving the deadlines earlier to give more time to address any challenges. In terms of mentorship, participants appreciated the flexibility in choosing the mentor and the ability to choose their own research question in agreement with their mentor, however, they thought that there were few faculty members who conducted research and some lacked commitment due to either being busy or travelling, resulting in the slowing of their progress. In terms of capacity building activities, the participants found the lecture series, both real time and virtual, to be helpful and they were satisfied with the topics of the lectures. Finally, participants pointed out that the FRRP program is very supportive and most of them thought it should be mandatory. Conclusion In order to provide residents and clinical fellows with a supervised and structured research experience, we have built on our findings to introduce several changes to our program such as ensuring the availability and commitment of faculty mentors, providing capacity building activities to the program participants and revising the program educational offerings to better cover the ABCs of research using mostly interactive and hands on sessions.

Factors influencing attrition from a researcher training program

2014 ◽  
Vol 5 (1) ◽  
pp. 56-67 ◽  
Author(s):  
David Schmidt ◽  
Keira Robinson ◽  
Emma Webster
Keyword(s):  
Training Program ◽  
Capacity Building ◽  
Research Training ◽  
Critical Time ◽  
Research Capacity ◽  
Attrition Rate ◽  
Chi Square ◽  
Content Type ◽  
Research Training Program ◽  
Building Program

Purpose – This study explored attrition from a novice health researcher training program. The aim of this paper was to identify factors contributing to attrition from the RRCBP that if understood could decrease attrition from this standalone researcher training program. Design/methodology/approach – Using a capacity building framework, this case-control study compared demographic characteristics and features of 30 withdrawn research trainees to 68 graduated trainees from the Rural Research Capacity Building Program, run by the Health Education and Training Institute of New South Wales, Australia between 2006 and 2010. Data were analysed using Exact Logistic Regression, Chi-square and Fisher's Exact tests. Findings – An attrition rate of 29 per cent was associated with a range of individual, organisational and supra-organisational factors. Withdrawals occurred prior to ethics submission (n=13, 43 per cent), after unsuccessful ethics submission (n=8, 27 per cent), or after receiving ethics approval (n=9, 30 per cent). Clinicians were less likely to withdraw than non-clinical staff (p=0.03). Profession, project ownership, funding sources and type of research were not significant factors in attrition, while the effect of location was mixed indicating a potential impact of peer support networks in areas with high numbers of trainees. Practical implications – This research demonstrates attrition from a research training program is associated with trainees receiving appropriate and timely support. In the formative stages researchers require support, particularly those working in professional or geographical isolation. Originality/value – This study is the first of its kind in examining in detail reasons for withdrawal from a standalone research training program and will allow coordinators of similar programs to target support to vulnerable research trainees at critical time points.

scholarly journals A literature review of knowledge translation and partnership research training programs for health researchers

2019 ◽  
Vol 17 (1) ◽  
Author(s):  
Hannah Tait ◽  
Anna Williamson
Keyword(s):  
Knowledge Translation ◽  
Capacity Building ◽  
Training Programs ◽  
Research Training ◽  
Data Extraction ◽  
Qualitative Interviews ◽  
Training Methods ◽  
Training Course ◽  
Partnership Research ◽  
Building Program

Abstract Background Researchers and policy-makers are increasingly working together with the goal of creating research that is focused on solving real-world problems; however, knowledge translation (KT) activities, and the partnerships they often require, can be challenging. The aim of this review is to determine the extent of the literature on training programs designed to improve researcher competency in KT and to describe existing training methods that may be used by those hoping to build capacity for partnership research. Methods MEDLINE, EMBASE, PsycINFO and CINAHL were searched for peer review articles published between January 2000 and July 2019. Studies were eligible for inclusion in the review if they described the development of, curriculum for, or evaluation of KT and/or partnership research training programs. Data extraction included information on evaluation methods, outcomes and implications as well as the format, aims and themes of each capacity-building program. Results The review identified nine published articles that met inclusion criteria – four papers described training events, two papers described participant experiences of specific learning sessions within a larger training course, two papers described part time secondments for KT capacity-building and one paper described a plan for KT training embedded within an existing research training course. All programs were delivered face-to-face, all included practical skills-building opportunities, and all employed multiple learning modalities such as seminars and small group discussions. Evaluation of the training programs was primarily conducted through qualitative interviews or feedback surveys. Conclusion To date, few KT training initiatives have been described in the literature and none of these have been rigorously evaluated. The present review offers insights into the planning, development and participant experiences associated with the small number of training initiatives that have been described. There is insufficient evidence available at present to identify the most effective models for training researchers in KT and partnership skills.

scholarly journals Development of a blended emergent research training program for clinical nurses (part 1)

BMC Nursing ◽  
2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Qirong Chen ◽  
Zeen Li ◽  
Siyuan Tang ◽  
Chuyi Zhou ◽  
Aimee R. Castro ◽  
...  
Keyword(s):  
Training Program ◽  
Training Programs ◽  
Research Training ◽  
Theoretical Framework ◽  
Nominal Group ◽  
Nursing Research ◽  
Design Development ◽  
Clinical Nurses ◽  
Research Training Program ◽  
Addie Model

Abstract Background Nursing research training is important for improving the nursing research competencies of clinical nurses. Rigorous development of such training programs is crucial for ensuring the effectiveness of these research training programs. Therefore, the objectives of this study are: (1) to rigorously develop a blended emergent research training program for clinical nurses based on a needs assessment and related theoretical framework; and (2) to describe and discuss the uses and advantages of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) in the instructional design and potential benefits of the blended emergent teaching method. Methods This intervention development study was conducted in 2017, using a mixed-methods design. A theoretical framework of blended emergent teaching was constructed to provide theoretical guidance for the training program development. Nominal group technique was used to identify learners’ common needs and priorities. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was followed to develop the research training program for clinical nurses based on the limitations of current nursing research training programs, the needs of clinical nurses, and the theoretical foundation of blended emergent teaching. Results Following the ADDIE model, a blended emergent research training program for clinical nurses to improve nursing research competence was developed based on the needs of clinical nurses and the theoretical framework of blended emergent teaching. Conclusions This study indicates that nominal group technique is an effective way to identify learners’ common needs and priorities, and that the ADDIE model is a valuable process model to guide the development of a blended emergent training program. Blended emergent teaching is a promising methodology for improving trainees’ learning initiative and educational outcomes. More empirical studies are needed to further evaluate blended emergent teaching to promote the development of related theories and practice in nursing education.

Mentorship in African health research training programs: an exploratory study of fogarty international center programs in Kenya and Uganda

2013 ◽  
Vol 26 (3) ◽  
pp. 183 ◽  
Author(s):  
Sara Bennett ◽  
Ligia Paina ◽  
Freddie Ssengooba ◽  
Douglas Waswa ◽  
JamesM M′Imunya
Keyword(s):  
Health Research ◽  
Exploratory Study ◽  
Training Programs ◽  
Research Training ◽  
African Health ◽  
Fogarty International Center

scholarly journals The Insiders’ Experience of an Undergraduate Level Ethnographic Fieldwork Training Program in India

2017 ◽  
Author(s):  
Abhradip Banerjee ◽  
Krishnendu Polley ◽  
Arun Makal ◽  
Bhubon Das
Keyword(s):  
Qualitative Analysis ◽  
Training Program ◽  
Training Programs ◽  
Research Area ◽  
Socialization Process ◽  
Field Exposure ◽  
Undergraduate Level ◽  
Ethnographic Fieldwork ◽  
Pass Through ◽  
The University

Research on fieldwork experiences is not something new to the discipline of Anthropology. However, undergraduate level ethnographic fieldwork training programs in India as a research area still remained unexplored. The purpose of the study described in this paper was to explore the proceedings of undergraduate level ethnographic fieldwork training programs in India. This article uses the authors’ own recollections regarding an undergraduate level ethnographic fieldwork training program carried out by a college affiliated with the University of Calcutta. All four authors along with their 21 fellow students have participated as trainees in this fieldwork training program. Through a qualitative analysis of these recapitulated events involving the acts of “preparation before the field trip,” “doing fieldwork” right up to “writing of field reports,” the study stresses one of the less emphasized and methodologically significant issues of education and the socialization process the trainee fieldworkers pass through while doing fieldwork. This article illuminates how the real-time field exposure guides naïve students to realize the utility of different research tools, techniques, methods, and some of the true requirements of an ethnographic fieldwork.

scholarly journals Understanding Research Development Needs in Capacity Building for NCD Research: The Case of Thailand

2017 ◽  
Author(s):  
N Singha-Dong ◽  
A Bigelow ◽  
P Furspan ◽  
B Rajataramya ◽  
A Villarruel ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Statistical Analysis ◽  
Training Program ◽  
Capacity Building ◽  
Causes Of Death ◽  
Research Training ◽  
Training Needs ◽  
Research Development ◽  
Original Survey ◽  
Significant Support

AbstractChronic non-communicable diseases (NCD) are the most significant causes of death globally. In Thailand, NCDs have increased 10.4% and 11%, respectively, since 2002. Thus, there is a compelling need in Thailand to enhance the capacity for research aimed at improving both NCD prevention and care. A survey was conducted of current multi-disciplinary doctorally prepared faculty (n=115) to determine perceived NCD research training needs. The results of this survey showed that the greatest exposure to NCD was in clinical practice, followed by teaching NCD content, and then research. Few researchers published their findings in journals. All responders reported needing significant support in research design, methods and statistical analysis procedures. These results were used to guide the development of a post-doctoral training program for NCD research in Thailand. After three years of the training program, we found that trainee applicants’ preferences and choices were aligned with the original survey-based planning.

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