Progress in Community Health Partnerships-Research Education and Action最新文献

Background: Annually, 27 million Americans visit a dental professional but not a physician. Dental professionals must recognize that they are members of their patients' primary care teams. Continuing education must then prepare them to appropriately serve their specific communities.

Objectives: The objective of this paper was to describe the implementation of an evidence-based model to train dental professionals on how to respond to community-level health needs. The paper details crucial partnerships and provides evidence and key considerations for replicating the curriculum to improve population health.

Methods: The Extension for Community Healthcare Outcomes (ECHO) model was used in one state where dental health care use is challenging for persons living rural, eligible for Medicaid, aging, and those who are American Indian. This formative evaluation knowledge assessments, data on participants' changes in clinical care practice, web analytics, and artifact review to assess effective implementation strategies and necessary community partnerships.

Conclusions: Successful implementation of the curriculum required active participation and partnership with state provider associations, the office of Medicaid, the state Board of Dental Licensure, and others. Without engaged partners, the curriculum would not have been community relevant, nor would it have had case presentation from local providers. In a state with only 427 practicing dentists, live attendance ranged between 9 and 22 dental team members, with between 11 and 91 views of the recorded sessions. Using the evidence-based ECHO model, which requires community health partnerships, is a cost-effective, and accessible, method to offering community specific education for dental providers across a large geographic region.

Background: The Centers for Disease Control and Prevention's Sickle Cell Data Collection (SCDC) program comprises multidisciplinary teams, which include community-based organizations. Partnering with community-based organizations (CBOs) is a novel approach to ensure that SCDC data are actionable.

Objective: To better understand areas for mutual capacity building, we explored the relationships and dynamics between CBO and data teams within the SCDC program in 10 states.

Methods: We conducted semi-structured interviews with CBO (n = 13) and SCDC (n = 10) participants and then categorized and compared text from each interview and across states. Six themes emerged.

Lessons learned: Transparency and trust are essential. Early CBO engagement and leadership are needed for trust and agreed upon priorities.

Conclusions: Participants contextualized trust, the most prominent theme, within discussions of racism and health inequities. Relationships between the CBO and data teams bring hard data and human experience together for advocacy, education, improved care, and a platform for the SCD voice.

Background: Aquí Entre Nos (Between Us) is a community-based participatory research project to engage rural, ethno-racially diverse hotel housekeepers in a right to work state during a time of national anti-immigrant policy, wildfires and emergence of a global pandemic.

Objectives: We aimed to (1) build trust and social support with the hotel housekeeping community, (2) learn about the occupational health, safety, and workers' rights challenges, strategies, and solutions held by workers, and (3) develop a workforce-driven research and action agenda to improve labor and health conditions.

Methods: Participatory mixed methods rooted in popular education are described to form an advisory board and engage the workforce.

Lessons learned: Trusted relationships built through community organizing around immigration, housing, and minimum wage were critical to engage and drive a worker centered research agenda.

Conclusions: Despite challenges, housekeeper advisors defined a research agenda that addressed immediate-and long-term needs of the workforce.

Drawing from collective experiences in our capacity building project: Health Equity Activation Research Team for Inclusion Health, we argue that while community-engaged partnerships tend to focus on understanding health inequities and developing solutions, they can be healing spaces for health professionals and researchers. Data were obtained from a 15-month participatory ethnography, including focus groups and interviews. Ethnographic notes and transcripts were coded and analyzed using both deductive and inductive coding. Practices of radical welcome, vulnerability, valuing the whole person, acknowledging how partnerships can cause harm, and centering lived experience expertise in knowledge creation processes were identified as key characteristics of healing spaces. Ultimately, health professionals and researchers work within the same social, political and economic contexts of populations with the worst health outcomes. Their own healing is critical for tackling larger systemic changes aimed at improving the well-being of communities harmed by legacies of exclusion.

Background: Incarcerated people have been disproportionately affected by the COVID-19 pandemic and face significant challenges to COVID-19 vaccine confidence.

Objectives: (1) Describe our partnerships with community members directly impacted by incarceration, (2) discuss the partnership's process for co-developing and implementing project interventions to increase COVID-19 vaccine confidence, and (3) share lessons learned from this unique community-engaged partnership.

Methods: An advisory board of 14 formerly incarcerated community members participated in this project. Their wisdom and experience led to the development and implementation of interventions to increase confidence in COVID-19 vaccines among incarcerated people.

Lessons learned: Valuable lessons learned were centering community, leaning into trusted sources of information, acknowledging historical and present harms, and investing in community-engaged work.

Conclusions: Centering lived experiences of those directly impacted by incarceration has been crucial to increasing vaccine confidence among this population. Doing so reinforced the importance of long-term investments in community-based collaborations with communities impacted by incarceration.

Background: Recent data indicate rising opioid overdose deaths among African American residents of Washington, DC.

Objectives: We highlight a community-informed approach to assessing attitudes toward opioid use disorder treatment among DC residents (February 2019 to March 2020).

Methods: A listening tour with trusted community leaders led to the formation of a Community Advisory Board (CAB). When the COVID-19 pandemic commenced in March 2020, community dialogues became exclusively virtual. The CAB partnered with academic leaders to co-create project mission and values and center the community's concerns related to opioid use and its causes, treatment structure, and facilitators of effective engagement.

Results: Interview guides were created for the engagement of community members, using values highlighted by the CAB. The CAB underscored that in addition to opioid problems, effective engagement must address community experience, collective strengths/resilience, and the role of indigenous leadership.

Conclusions: Engaging community prior to project implementation and maintaining alignment with community values facilitated opioid use disorder assessments. Community-informed assessments may be critical to building community trust.

Background: There are few methods that focus on engaging racial and ethnic minorities in research. The Meharry-Vanderbilt Community Engaged Research Core partnered with the University of Utah, the University of Michigan, and community/patient partners to convene a virtual summit to share the Community Engagement Studio (CE Studio) model, a structured and widely-used approach that facilitates community engagement in research.

Objectives: The CE Studio Virtual Training Summit (Summit) goal was to prepare multi-stakeholder (e.g., researchers, community members) research teams to engage more racial/ethnic minorities in CE studios.

Methods: Summit planning included (1) agenda development, including CE Studio training and a live CE Studio demonstration; (2) summit advertisement across several networks, including minority-serving institutions; and (3) development of pre-and post-Summit evaluations.

Results: Among 50 registrants (76.7% academicians) that completed evaluations, more than 65% planned to increase engagement of racial/ethnic minorities in research and implement CE Studios as a result of the Summit. Increased confidence in all CE training areas was reported, including in conducting an effective CE Studio planning meeting (32.1% pre-Summit/90.3% post-Summit) and identifying and preparing patient/community stakeholders for engagement as CE Studio experts (46.4% pre-Summit/93.6% post-Summit).

Conclusions: Virtual CE Studio training that includes multi-stakeholder planning partners can be an effective method for introducing the CE Studio model and preparing multi-stakeholder research teams to engage racial and ethnic minorities in CE Studios. This is particularly salient given that effective community engaged research methods and best practices are not currently being distributed through research programs at a pace consistent with the demands.

Background: Including community partners in interprofessional education (IPE) activities for health care trainees can engage students in learning experiences that engender an authentic appreciation for serving community health needs. Although such endeavors aim for mutual benefit for all participating partners, tools to assess the value of engagement with community partners could enhance transparency and follow-through for assessing the benefits of participation for the community partners.

Objectives: Based on a give-get grid used to describe participants' expectations relative to IPE experiences, we developed a gave-got grid. It was used to evaluate community partners' experiences and outcomes after engaging in community-academic partnerships.

Methods: Initial give-get grids completed by community partners were used to develop a gave-got grid, which served as a template for interviewing key community partner leaders after receipt of the project deliverable. Qualitative interviews were conducted and evaluated for common themes.

Results: Four community partners completed gave-got interviews and noted that their contributions to the IPE program were substantial and acceptable in relation to their gains. They identified valuable participation outcomes, including fresh perspectives on their organizations' work, inspiration from diverse health professions trainees, trainees' expertise in bettering their community's health, and receiving essential deliverables for their community populations.

Conclusions: Developing transparent aims that clearly outline what each community partner will give and what they hope to receive before engaging students in a learning experience can be mutually beneficial in developing community partnerships for Interprofessional Education. Such practices can enhance mutual understanding, respect, and responsiveness among health care trainees, community organizations, and their constituents.

Background: The recognition of lived experience as an asset has led to increased involvement of individuals most affected by social or medical conditions in research.

Objectives: This paper presents an example of a LE advisory group that co-conceptualized and executed a knowledge mobilization project on aging and homelessness within three Canadian cities (Vancouver, Calgary, and Montreal).

Methods: We established the advisory group, determined the group's priorities and objectives, and fostered community engagement through webinars and in-person events.

Lessons learned: We learned the importance of digital support to enable inclusion of advisors with experiences of homelessness, providing honoraria to for advisors' time and contributions, scheduling meetings on the same day and time each month, and dedicating meeting time for advisors' personal updates and experiences.

Conclusions: This model can be replicated by other research teams studying homelessness, aging, or similar marginalized groups, enhancing the impact of research and knowledge mobilization efforts.

Objectives: A qualitative program evaluation of the Formerly Incarcerated Peer Support (FIPS) group, a peer-led mutual support group for formerly incarcerated people, was conducted to understand participant perceptions of (1) digital delivery via Zoom, (2) curriculum content, (3) roles of group participants, and (4) therapeutic value of FIPS group as it relates to traumatic experiences in prison and ongoing challenges after release.

Methods: Using a community-based participatory action research approach, a qualitative evaluation was conducted with participants in either the 2020 or 2021 curriculum. Semi-structured interviews were conducted via Zoom, transcribed, de-identified, coded, and analyzed via applied thematic analysis and results reviewed with participants.

Results: Of 75 formerly incarcerated participants, 20 interviews were conducted and recorded (n = 20). All participants were male, 85% were Black, and the average age was 54.8 years old. Zoom delivery was not preferred, but feasible. Most appreciated the comprehensive and holistic curriculum that enabled peers to gain practical and emotional social support in different areas of life after release. The facilitator's experience with prison programs and relationships within peer networks was essential for recruitment and retention. Participants described (1) feelings of acceptance, (2) examples of teaching and learning from peers' improved insight, trigger management, response modification to stressors, and (3) improved understanding within relationships with those who have not been incarcerated.

Conclusions: Digital delivery of peer-led psychosocial support groups for formerly incarcerated people is feasible and impactful. Future research can further characterize the lingering impacts of institutional traumas and quantify changes.