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Building Research Integrity and Capacity (BRIC): An Educational Initiative to Increase Research Literacy among Community Health Workers and Promotores

    Authors: Camille Nebeker1,*, Araceli López-Arenas1
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    Affiliations: 1: Department of Family Medicine and Public Health, School of Medicine, University of California, San Diego, La Jolla, CA 92093-0725
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 01 March 2016
    • ©2016 Author(s). Published by the American Society for Microbiology.
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • *Corresponding author. Mailing address: Department of Family Medicine and Public Health, School of Medicine, University of California, San Diego, La Jolla, CA 92093-0725. Phone: 858-534-7786. Fax: 858-534-4642. E-mail: nebeker@ucsd.edu.
    Source: J. Microbiol. Biol. Educ. March 2016 vol. 17 no. 1 41-45. doi:10.1128/jmbe.v17i1.1020
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    Abstract:

    While citizen science is gaining attention of late, for those of us involved in community-based public health research, community/citizen involvement in research has steadily increased over the past 50 years. Community Health Workers (CHWs), also known as Promotores de Salud in the Latino community, are critical to reaching underserved populations, where health disparities are more prevalent. CHWs/Promotores provide health education and services and may also assist with the development and implementation of community- and clinic-based research studies. Recognizing that CHWs typically have no formal academic training in research design or methods, and considering that rigor in research is critical to obtaining meaningful results, we designed instruction to fill this gap. We call this educational initiative “Building Research Integrity and Capacity” or BRIC. The BRIC training consists of eight modules that can be administered as a self-paced training or incorporated into in-person, professional development geared to a specific health intervention study. While we initially designed this culturally-grounded, applied ethics training for Latino/Hispanic community research facilitators, BRIC training modules have been adapted for and tested with non-Latino novice research facilitators. This paper describes the BRIC core content and instructional design process.

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References & Citations

1. Bransford JD, Brown AL, Cocking RR2000How people learn: brain, mind, experience, and school (expanded ed)The National Academies PressWashington, DC
2. Knowles MS1984Andragogy in action Applying modern principles of adult educationJossey BassSan Francisco, CA
3. Nebeker C2014A proposal for thinking strategically about ethics education: applying the principles of andragogy to enhance teaching and learning about responsible conduct of research (RCR)J Philos Sci Law14324610.5840/jpsl20141413 http://dx.doi.org/10.5840/jpsl20141413
4. Nebeker C2014Smart teaching matters! Applying the research on learning to teaching RCRJ Microbiol Biol Educ152889110.1128/jmbe.v15i2.849 http://dx.doi.org/10.1128/jmbe.v15i2.849
5. Nebeker C, Kalichman M, Talavera A, Elder J2015Training in research ethics and standards for promotores and community health workers engaged in Latino health researchHastings Cent Rep454202710.1002/hast.47126152386 http://dx.doi.org/10.1002/hast.471
6. O’Brien MJ, Squires AP, Bixby RA, Larson SC2009Role development of community health workers: an examination of selection and training processes in the intervention literatureAm J Prev Med376 Suppl. 1S262S29610.1016/j.amepre.2009.08.011 http://dx.doi.org/10.1016/j.amepre.2009.08.011
7. Rhodes SD, Foley KL, Zometa CS, Bloom FR2007Lay health advisor interventions among Hispanics/Latinos: a qualitative systematic reviewAm J Prev Med33541842710.1016/j.amepre.2007.07.02317950408 http://dx.doi.org/10.1016/j.amepre.2007.07.023
8. Terpstra J, Coleman K, Simon G, Nebeker C2011The role of community health workers (CHWs) in health promotion research: ethical challenges and practical solutionsHealth Prom Pract121869310.1177/1524839908330809 http://dx.doi.org/10.1177/1524839908330809
9. United States Department of Health and Human Services2007Community health worker national workforce studyUSDHHS, Health Resources and Service AdministrationWashington, DC
10. Viswanathan M, et al2004Community-based participatory research: assessing the evidenceEvid Rep Technol Assess (Summ)20049918
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/content/journal/jmbe/10.1128/jmbe.v17i1.1020
2016-03-01
2016-10-01

Abstract:

While citizen science is gaining attention of late, for those of us involved in community-based public health research, community/citizen involvement in research has steadily increased over the past 50 years. Community Health Workers (CHWs), also known as Promotores de Salud in the Latino community, are critical to reaching underserved populations, where health disparities are more prevalent. CHWs/Promotores provide health education and services and may also assist with the development and implementation of community- and clinic-based research studies. Recognizing that CHWs typically have no formal academic training in research design or methods, and considering that rigor in research is critical to obtaining meaningful results, we designed instruction to fill this gap. We call this educational initiative “Building Research Integrity and Capacity” or BRIC. The BRIC training consists of eight modules that can be administered as a self-paced training or incorporated into in-person, professional development geared to a specific health intervention study. While we initially designed this culturally-grounded, applied ethics training for Latino/Hispanic community research facilitators, BRIC training modules have been adapted for and tested with non-Latino novice research facilitators. This paper describes the BRIC core content and instructional design process.

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FIGURE 1

“Situation” example from BRIC Module 6. The learner reviews a situation, reflects on the differences between health research and health service delivery and writes a response.

Source: J. Microbiol. Biol. Educ. March 2016 vol. 17 no. 1 41-45. doi:10.1128/jmbe.v17i1.1020
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FIGURE 2

“Show Answers” example from BRIC Module 6. After the learner writes a response to a “Situation,” they can review a desirable response. This feedback is designed to facilitate learning about the concept and to address learner misconceptions.

Source: J. Microbiol. Biol. Educ. March 2016 vol. 17 no. 1 41-45. doi:10.1128/jmbe.v17i1.1020
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