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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: [email protected].
    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 RR 2000 How people learn: brain, mind, experience, and school (expanded ed) The National Academies Press Washington, DC
2. Knowles MS 1984 Andragogy in action Applying modern principles of adult education Jossey Bass San Francisco, CA
3. Nebeker C 2014 A 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 Law 14 32 46 10.5840/jpsl20141413 http://dx.doi.org/10.5840/jpsl20141413
4. Nebeker C 2014 Smart teaching matters! Applying the research on learning to teaching RCR J Microbiol Biol Educ 15 2 88 91 10.1128/jmbe.v15i2.849 http://dx.doi.org/10.1128/jmbe.v15i2.849
5. Nebeker C, Kalichman M, Talavera A, Elder J 2015 Training in research ethics and standards for promotores and community health workers engaged in Latino health research Hastings Cent Rep 45 4 20 27 10.1002/hast.471 26152386 http://dx.doi.org/10.1002/hast.471
6. O’Brien MJ, Squires AP, Bixby RA, Larson SC 2009 Role development of community health workers: an examination of selection and training processes in the intervention literature Am J Prev Med 37 6 Suppl. 1 S262 S296 10.1016/j.amepre.2009.08.011 http://dx.doi.org/10.1016/j.amepre.2009.08.011
7. Rhodes SD, Foley KL, Zometa CS, Bloom FR 2007 Lay health advisor interventions among Hispanics/Latinos: a qualitative systematic review Am J Prev Med 33 5 418 427 10.1016/j.amepre.2007.07.023 17950408 http://dx.doi.org/10.1016/j.amepre.2007.07.023
8. Terpstra J, Coleman K, Simon G, Nebeker C 2011 The role of community health workers (CHWs) in health promotion research: ethical challenges and practical solutions Health Prom Pract 12 1 86 93 10.1177/1524839908330809 http://dx.doi.org/10.1177/1524839908330809
9. United States Department of Health and Human Services 2007 Community health worker national workforce study USDHHS, Health Resources and Service Administration Washington, DC
10. Viswanathan M, et al 2004 Community-based participatory research: assessing the evidence Evid Rep Technol Assess (Summ) 2004 99 1 8

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2016-03-01
2019-03-22

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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Image of FIGURE 2

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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
Download as Powerpoint

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