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Comprehensive strategy for capturing and integrating community input into community research training curricula

INTRODUCTION: Community stakeholders often participate in community research training curricula development. There is limited information describing how their input informs curricula. This paper describes input solicitation methods, input received, and examples of its integration. METHODS: From June...

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Autores principales: Cunningham-Erves, Jennifer, Joosten, Yvonne, Bruce, Marino A., Elzey, Jared, Luther, Patrick, Lipham, Lexie, Vaughn, Yolanda, Micah, Tonya, Wilkins, Consuelo H., Miller, Stephania T.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Cambridge University Press 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6625778/
https://www.ncbi.nlm.nih.gov/pubmed/31304044
http://dx.doi.org/10.1017/cts.2018.11
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author Cunningham-Erves, Jennifer
Joosten, Yvonne
Bruce, Marino A.
Elzey, Jared
Luther, Patrick
Lipham, Lexie
Vaughn, Yolanda
Micah, Tonya
Wilkins, Consuelo H.
Miller, Stephania T.
author_facet Cunningham-Erves, Jennifer
Joosten, Yvonne
Bruce, Marino A.
Elzey, Jared
Luther, Patrick
Lipham, Lexie
Vaughn, Yolanda
Micah, Tonya
Wilkins, Consuelo H.
Miller, Stephania T.
author_sort Cunningham-Erves, Jennifer
collection PubMed
description INTRODUCTION: Community stakeholders often participate in community research training curricula development. There is limited information describing how their input informs curricula. This paper describes input solicitation methods, input received, and examples of its integration. METHODS: From June 2014 to June 2016, community members (CMs) and community-based organizations (CBOs) guided curricula development tailored for CMs and CBOs, respectively. Engagement methods included a strategic planning retreat, surveys, a listening session, workgroup meetings, and community engagement studios. Descriptive statistics were used to summarize survey input. For other methods, input was extracted and compiled from facilitator notes. RESULTS: CMs (n=37) and CBOs (n=83) providing input included patients and caregivers and advocacy, community service, and faith-based organizations, respectively. The major feedback categories were training topic priorities, format (e.g., face-to-face vs. online), logistics (e.g., training frequency), and compensation (e.g., appropriateness). Input directly guided design of CBO and CM curricula (e.g., additional time devoted to specific topics based on feedback) or helped to finalize logistics. CONCLUSIONS: Multiple quantitative and qualitative methods can be used to elicit input from community stakeholders to inform the development of community research training curricula. This input is essential for the development of training curricula that are culturally relevant and acceptable.
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spelling pubmed-66257782019-07-12 Comprehensive strategy for capturing and integrating community input into community research training curricula Cunningham-Erves, Jennifer Joosten, Yvonne Bruce, Marino A. Elzey, Jared Luther, Patrick Lipham, Lexie Vaughn, Yolanda Micah, Tonya Wilkins, Consuelo H. Miller, Stephania T. J Clin Transl Sci Education INTRODUCTION: Community stakeholders often participate in community research training curricula development. There is limited information describing how their input informs curricula. This paper describes input solicitation methods, input received, and examples of its integration. METHODS: From June 2014 to June 2016, community members (CMs) and community-based organizations (CBOs) guided curricula development tailored for CMs and CBOs, respectively. Engagement methods included a strategic planning retreat, surveys, a listening session, workgroup meetings, and community engagement studios. Descriptive statistics were used to summarize survey input. For other methods, input was extracted and compiled from facilitator notes. RESULTS: CMs (n=37) and CBOs (n=83) providing input included patients and caregivers and advocacy, community service, and faith-based organizations, respectively. The major feedback categories were training topic priorities, format (e.g., face-to-face vs. online), logistics (e.g., training frequency), and compensation (e.g., appropriateness). Input directly guided design of CBO and CM curricula (e.g., additional time devoted to specific topics based on feedback) or helped to finalize logistics. CONCLUSIONS: Multiple quantitative and qualitative methods can be used to elicit input from community stakeholders to inform the development of community research training curricula. This input is essential for the development of training curricula that are culturally relevant and acceptable. Cambridge University Press 2018-07-06 /pmc/articles/PMC6625778/ /pubmed/31304044 http://dx.doi.org/10.1017/cts.2018.11 Text en © The Association for Clinical and Translational Science 2018 http://creativecommons.org/licenses/by/4.0/ This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/),which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Education
Cunningham-Erves, Jennifer
Joosten, Yvonne
Bruce, Marino A.
Elzey, Jared
Luther, Patrick
Lipham, Lexie
Vaughn, Yolanda
Micah, Tonya
Wilkins, Consuelo H.
Miller, Stephania T.
Comprehensive strategy for capturing and integrating community input into community research training curricula
title Comprehensive strategy for capturing and integrating community input into community research training curricula
title_full Comprehensive strategy for capturing and integrating community input into community research training curricula
title_fullStr Comprehensive strategy for capturing and integrating community input into community research training curricula
title_full_unstemmed Comprehensive strategy for capturing and integrating community input into community research training curricula
title_short Comprehensive strategy for capturing and integrating community input into community research training curricula
title_sort comprehensive strategy for capturing and integrating community input into community research training curricula
topic Education
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6625778/
https://www.ncbi.nlm.nih.gov/pubmed/31304044
http://dx.doi.org/10.1017/cts.2018.11
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