Deborah J. Moon, Carol Bailey Nichols, John M. Wallace, Aliya Durham
This paper outlines an initiative to adapt the Community Partnered Research Ethics Training (CPRET) for the cultural context of the CHURCH (Congregation as Healers Uniting to Restore Community Health) project. The CHURCH project is a community-partnered participatory research project that seeks to promote the mental well-being of African American populations by developing, implementing, and evaluating a mental health training curriculum for faith leaders in Black churches. Participatory research, in which community stakeholders collaborate with researchers as equal partners to address problems impacting marginalized communities, has recently become more popular in academia. Training is necessary to equip community partners with the skills and knowledge required for full research participation. Community partners frequently encounter ethical issues in participatory research, but limited training resources are available to proactively prevent and address such issues. The CPRET was developed through a collaboration between the Clinical and Translational Science Institute and the Human Research Protection Office and Community Research Advisory Board at the University of Pittsburgh. It surveys research processes and core research ethics principles, and it stimulates discussion regarding best practices by engaging participants in scenario-based exercises in which they identify ethical and unethical research. By describing how we utilized the CPRET in the CHURCH project and presenting a summary of participant feedback, we aim to build resources for community-engaged scholars seeking to engage community members in ethical research.
本文概述了针对 CHURCH（会众作为医治者团结起来恢复社区健康）项目的文化背景，对社区合作研究伦理培训（CPRET）进行调整的举措。CHURCH 项目是一个社区合作参与式研究项目，旨在通过开发、实施和评估针对黑人教会信仰领袖的心理健康培训课程，促进非裔美国人的心理健康。参与式研究是指社区利益相关者与研究人员以平等伙伴的身份合作，共同解决影响边缘化社区的问题。有必要开展培训，使社区合作伙伴掌握全面参与研究所需的技能和知识。社区合作伙伴在参与式研究中经常会遇到伦理问题，但可用于积极预防和解决这些问题的培训资源却很有限。CPRET 由匹兹堡大学临床与转化科学研究所、人类研究保护办公室和社区研究咨询委员会合作开发。它调查了研究过程和核心研究伦理原则，并通过让参与者参与情景演练来识别符合伦理和不符合伦理的研究，从而激发有关最佳实践的讨论。通过介绍我们如何在 CHURCH 项目中使用 CPRET，并对参与者的反馈进行总结，我们旨在为寻求让社区成员参与伦理研究的社区参与学者提供资源。
{"title":"Engaging African American Faith Leaders as Partners in Ethical Research","authors":"Deborah J. Moon, Carol Bailey Nichols, John M. Wallace, Aliya Durham","doi":"10.54656/jces.v16i2.517","DOIUrl":"https://doi.org/10.54656/jces.v16i2.517","url":null,"abstract":"This paper outlines an initiative to adapt the Community Partnered Research Ethics Training (CPRET) for the cultural context of the CHURCH (Congregation as Healers Uniting to Restore Community Health) project. The CHURCH project is a community-partnered participatory research project that seeks to promote the mental well-being of African American populations by developing, implementing, and evaluating a mental health training curriculum for faith leaders in Black churches. Participatory research, in which community stakeholders collaborate with researchers as equal partners to address problems impacting marginalized communities, has recently become more popular in academia. Training is necessary to equip community partners with the skills and knowledge required for full research participation. Community partners frequently encounter ethical issues in participatory research, but limited training resources are available to proactively prevent and address such issues. The CPRET was developed through a collaboration between the Clinical and Translational Science Institute and the Human Research Protection Office and Community Research Advisory Board at the University of Pittsburgh. It surveys research processes and core research ethics principles, and it stimulates discussion regarding best practices by engaging participants in scenario-based exercises in which they identify ethical and unethical research. By describing how we utilized the CPRET in the CHURCH project and presenting a summary of participant feedback, we aim to build resources for community-engaged scholars seeking to engage community members in ethical research.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"53 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ayse Torres, Katherine Freeman-Costin, Kenneth M. Frankel, Danica Garbett
Community engagement in research enhances a community's ability to address its own needs and challenges while ensuring that researchers understand community priorities. Some confusion exists about the definition of community engagement in the context of veteran research. The purpose of this study was to search the literature to identify common applications of community engagement in U.S. veterans’ research and to determine how and at what stage veterans were involved in the research process. A systematic scoping review was conducted using CINAHL Plus, Wiley Cochrane Library, Education Source, ERIC, APA PsycInfo, National Library of Medicine PubMed, ProQuest Social Services Abstracts, and SocIndex by two independent investigators. Forty-two of 1,977 studies from initial searches were included in this review. From these studies, we identified two aspects of veterans’ involvement in research characterized as “community engagement”: (a) veterans as participants and (b) veterans as partners in the research process. There is a need to encourage veterans’ engagement and to standardize reporting of their engagement in the various phases of the research process.
社区参与研究可提高社区应对自身需求和挑战的能力，同时确保研究人员了解社区的优先事项。在退伍军人研究的背景下，社区参与的定义存在一些混乱。本研究的目的是搜索文献，确定社区参与在美国退伍军人研究中的常见应用，并确定退伍军人参与研究过程的方式和阶段。两名独立调查人员使用 CINAHL Plus、Wiley Cochrane Library、Education Source、ERIC、APA PsycInfo、National Library of Medicine PubMed、ProQuest Social Services Abstracts 和 SocIndex 进行了系统的范围界定审查。在最初搜索的 1,977 项研究中，有 42 项被纳入本综述。从这些研究中，我们发现了退伍军人参与研究的两个方面，即 "社区参与"：(a) 作为参与者的退伍军人和 (b) 作为研究过程中的合作伙伴的退伍军人。有必要鼓励退伍军人参与研究，并对他们在研究过程各个阶段的参与情况进行标准化报告。
{"title":"Community Engagement Methods Related to Veteran Studies: A Scoping Review","authors":"Ayse Torres, Katherine Freeman-Costin, Kenneth M. Frankel, Danica Garbett","doi":"10.54656/jces.v16i2.504","DOIUrl":"https://doi.org/10.54656/jces.v16i2.504","url":null,"abstract":"Community engagement in research enhances a community's ability to address its own needs and challenges while ensuring that researchers understand community priorities. Some confusion exists about the definition of community engagement in the context of veteran research. The purpose of this study was to search the literature to identify common applications of community engagement in U.S. veterans’ research and to determine how and at what stage veterans were involved in the research process. A systematic scoping review was conducted using CINAHL Plus, Wiley Cochrane Library, Education Source, ERIC, APA PsycInfo, National Library of Medicine PubMed, ProQuest Social Services Abstracts, and SocIndex by two independent investigators. Forty-two of 1,977 studies from initial searches were included in this review. From these studies, we identified two aspects of veterans’ involvement in research characterized as “community engagement”: (a) veterans as participants and (b) veterans as partners in the research process. There is a need to encourage veterans’ engagement and to standardize reporting of their engagement in the various phases of the research process.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"50 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139802400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ayse Torres, Katherine Freeman-Costin, Kenneth M. Frankel, Danica Garbett
Community engagement in research enhances a community's ability to address its own needs and challenges while ensuring that researchers understand community priorities. Some confusion exists about the definition of community engagement in the context of veteran research. The purpose of this study was to search the literature to identify common applications of community engagement in U.S. veterans’ research and to determine how and at what stage veterans were involved in the research process. A systematic scoping review was conducted using CINAHL Plus, Wiley Cochrane Library, Education Source, ERIC, APA PsycInfo, National Library of Medicine PubMed, ProQuest Social Services Abstracts, and SocIndex by two independent investigators. Forty-two of 1,977 studies from initial searches were included in this review. From these studies, we identified two aspects of veterans’ involvement in research characterized as “community engagement”: (a) veterans as participants and (b) veterans as partners in the research process. There is a need to encourage veterans’ engagement and to standardize reporting of their engagement in the various phases of the research process.
社区参与研究可提高社区应对自身需求和挑战的能力，同时确保研究人员了解社区的优先事项。在退伍军人研究的背景下，社区参与的定义存在一些混乱。本研究的目的是搜索文献，确定社区参与在美国退伍军人研究中的常见应用，并确定退伍军人参与研究过程的方式和阶段。两名独立调查人员使用 CINAHL Plus、Wiley Cochrane Library、Education Source、ERIC、APA PsycInfo、National Library of Medicine PubMed、ProQuest Social Services Abstracts 和 SocIndex 进行了系统的范围界定审查。在最初搜索的 1,977 项研究中，有 42 项被纳入本综述。从这些研究中，我们发现了退伍军人参与研究的两个方面，即 "社区参与"：(a) 作为参与者的退伍军人和 (b) 作为研究过程中的合作伙伴的退伍军人。有必要鼓励退伍军人参与研究，并对他们在研究过程各个阶段的参与情况进行标准化报告。
{"title":"Community Engagement Methods Related to Veteran Studies: A Scoping Review","authors":"Ayse Torres, Katherine Freeman-Costin, Kenneth M. Frankel, Danica Garbett","doi":"10.54656/jces.v16i2.504","DOIUrl":"https://doi.org/10.54656/jces.v16i2.504","url":null,"abstract":"Community engagement in research enhances a community's ability to address its own needs and challenges while ensuring that researchers understand community priorities. Some confusion exists about the definition of community engagement in the context of veteran research. The purpose of this study was to search the literature to identify common applications of community engagement in U.S. veterans’ research and to determine how and at what stage veterans were involved in the research process. A systematic scoping review was conducted using CINAHL Plus, Wiley Cochrane Library, Education Source, ERIC, APA PsycInfo, National Library of Medicine PubMed, ProQuest Social Services Abstracts, and SocIndex by two independent investigators. Forty-two of 1,977 studies from initial searches were included in this review. From these studies, we identified two aspects of veterans’ involvement in research characterized as “community engagement”: (a) veterans as participants and (b) veterans as partners in the research process. There is a need to encourage veterans’ engagement and to standardize reporting of their engagement in the various phases of the research process.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"16 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139862228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this critical reflection, I discuss my dual roles as a president of a local nonprofit organization and a full professor at my university. I reflect on how I moved from a volunteer at an animal shelter to a community leader, discuss the organization I founded in 2019, and explore the various, daily intersections between these two roles and experiences.
{"title":"Building a Community Organization: New Spaces for Social Change","authors":"Nadine Dolby","doi":"10.54656/jces.v16i2.559","DOIUrl":"https://doi.org/10.54656/jces.v16i2.559","url":null,"abstract":"In this critical reflection, I discuss my dual roles as a president of a local nonprofit organization and a full professor at my university. I reflect on how I moved from a volunteer at an animal shelter to a community leader, discuss the organization I founded in 2019, and explore the various, daily intersections between these two roles and experiences.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"29 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140489452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emily Roberts, Benjamin Watson, Emily Johnson, Christina Miller, Bryce Lowery, Sara Delroshan, Kevin Thomas, David McLeod
As defined by the World Health Organization, interprofessional practice is the “collaborative practice that happens when multiple health workers from different professional backgrounds work together with patients, families, carers, and communities to deliver the highest quality of care across settings” (World Health Organization, 2010, p. 7). Interprofessional collaborative practice is increasingly recognized as a means of best practice in the field of social work. Growing in momentum, interprofessional collaboration fosters an environment for a variety of professionals to learn from one another and gain greater insight, technique, and perspective on the identified objective. This article presents a case study of the experiences of faculty and graduate students at the University of Oklahoma in the respective fields of social work and regional and city planning as they partnered with the Oklahoma Housing Finance Agency to conduct a mixed-methods evaluation of housing resources, which included online surveys, focus groups with service providers, community stakeholders, and persons with lived experience of homelessness and/or housing instability. The findings indicate several key themes of the interprofessional collaboration between social work and regional and city planning: 1) reward of partnership, 2) city structures of homelessness, and 3) the multi-contextual factors impacting homelessness. The results suggest that by working with differing professions, faculty and students gained greater experience and opportunity, expanding their scope on modalities, assessment methodologies, analyzation techniques, and additional expertise on large-scale community intervention tactics. These findings have implications for future interprofessional partnerships that could foster dynamic community-level interventions and improvements.
{"title":"Building a Bridge: Exploring the Intersection of Social Work, Architecture, and Regional and City Planning for Stronger Communities","authors":"Emily Roberts, Benjamin Watson, Emily Johnson, Christina Miller, Bryce Lowery, Sara Delroshan, Kevin Thomas, David McLeod","doi":"10.54656/jces.v16i2.520","DOIUrl":"https://doi.org/10.54656/jces.v16i2.520","url":null,"abstract":"As defined by the World Health Organization, interprofessional practice is the “collaborative practice that happens when multiple health workers from different professional backgrounds work together with patients, families, carers, and communities to deliver the highest quality of care across settings” (World Health Organization, 2010, p. 7). Interprofessional collaborative practice is increasingly recognized as a means of best practice in the field of social work. Growing in momentum, interprofessional collaboration fosters an environment for a variety of professionals to learn from one another and gain greater insight, technique, and perspective on the identified objective. This article presents a case study of the experiences of faculty and graduate students at the University of Oklahoma in the respective fields of social work and regional and city planning as they partnered with the Oklahoma Housing Finance Agency to conduct a mixed-methods evaluation of housing resources, which included online surveys, focus groups with service providers, community stakeholders, and persons with lived experience of homelessness and/or housing instability. The findings indicate several key themes of the interprofessional collaboration between social work and regional and city planning: 1) reward of partnership, 2) city structures of homelessness, and 3) the multi-contextual factors impacting homelessness. The results suggest that by working with differing professions, faculty and students gained greater experience and opportunity, expanding their scope on modalities, assessment methodologies, analyzation techniques, and additional expertise on large-scale community intervention tactics. These findings have implications for future interprofessional partnerships that could foster dynamic community-level interventions and improvements.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"57 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139447237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on the innovative teaching practices using big data that arose from a 4-year collaboration between faculty, first-generation students at California State University, Los Angeles (CSULA), and local communities. The aim of the National Science Foundation–funded Big Data Project at CSULA was to engage students and faculty in using big data to tackle social issues such as racial violence, poverty, environmental inequalities, urban ecology, and structural barriers in Los Angeles, while preserving the cultural richness of the communities in East Los Angeles and surrounding areas. Once a year, faculty members applied to the program to incorporate data projects into their courses, received training, adapted their curricula, and worked with nonprofits. Our experience showed that the students who participated in this semester-long, hands-on learning experience exceeded the learning objectives of the program and specific courses. They were key contributors in generating new insights using big data, fostering meaningful dialogue, and creating research and scholarship opportunities that positively impacted their communities.
{"title":"Innovative Pedagogy Through Big Data and ArcGIS: Perspectives on the Collaboration Among First-Generation Students, Nonprofits, and Open Data in Los Angeles","authors":"Luis Nuño, Dawn Dennis, Jessica Bodoh-Creed","doi":"10.54656/jces.v16i2.455","DOIUrl":"https://doi.org/10.54656/jces.v16i2.455","url":null,"abstract":"This article focuses on the innovative teaching practices using big data that arose from a 4-year collaboration between faculty, first-generation students at California State University, Los Angeles (CSULA), and local communities. The aim of the National Science Foundation–funded Big Data Project at CSULA was to engage students and faculty in using big data to tackle social issues such as racial violence, poverty, environmental inequalities, urban ecology, and structural barriers in Los Angeles, while preserving the cultural richness of the communities in East Los Angeles and surrounding areas. Once a year, faculty members applied to the program to incorporate data projects into their courses, received training, adapted their curricula, and worked with nonprofits. Our experience showed that the students who participated in this semester-long, hands-on learning experience exceeded the learning objectives of the program and specific courses. They were key contributors in generating new insights using big data, fostering meaningful dialogue, and creating research and scholarship opportunities that positively impacted their communities.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"35 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139448094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Erin Purvis, Richard Gordon, Louis Lozzi, Loretta Flanagan-Cato
Many public schools serving students who are under-represented in STEM fields lack the resources to provide the science education expected in the twenty-first century economy. Universities can deploy their infrastructure and human capital to better support local public schools, better preparing the next generation of college students for success in higher education and access to STEM-related careers. This article describes a university-public school partnership between the University of Pennsylvania (Penn) and Paul Robeson High School designed to accelerate the science learning of Paul Robeson High School students by having Penn college students teach hands-on lab activities on the college campus. Here, the partnership is described from the perspective of the school principal and school-based teacher leader for science and math at Paul Robeson High School. We discuss results from recent state standardized exams suggesting that these activities improve science knowledge and understanding for the high school students. A key ingredient for the improved science skills may be the broad social aspects of feeling included in the university setting.
许多公立学校的学生在科学、技术、工程和数学领域的代表性不足，这些学校缺乏提供二十一世纪经济所需的科学教育的资源。大学可以利用自身的基础设施和人力资本为当地公立学校提供更好的支持，为下一代大学生成功接受高等教育和从事 STEM 相关职业做好更充分的准备。本文介绍了宾夕法尼亚大学（宾大）与保罗-罗伯逊高中（Paul Robeson High School）之间的大学-公立学校合作项目，该项目旨在通过让宾大的大学生在大学校园内教授动手实验活动，加速保罗-罗伯逊高中学生的科学学习。在此，我们将从保罗-罗伯逊高中的校长和科学与数学学科的校本教师领导者的角度来介绍双方的合作。我们讨论了最近州标准化考试的结果，这些结果表明，这些活动提高了高中学生的科学知识和理解能力。科学技能提高的一个关键因素可能是在大学环境中感受到了广泛的社会性。
{"title":"A University and Public High School Partnership for Personalized, Accelerated Science Learning","authors":"Erin Purvis, Richard Gordon, Louis Lozzi, Loretta Flanagan-Cato","doi":"10.54656/jces.v16i2.558","DOIUrl":"https://doi.org/10.54656/jces.v16i2.558","url":null,"abstract":"Many public schools serving students who are under-represented in STEM fields lack the resources to provide the science education expected in the twenty-first century economy. Universities can deploy their infrastructure and human capital to better support local public schools, better preparing the next generation of college students for success in higher education and access to STEM-related careers. This article describes a university-public school partnership between the University of Pennsylvania (Penn) and Paul Robeson High School designed to accelerate the science learning of Paul Robeson High School students by having Penn college students teach hands-on lab activities on the college campus. Here, the partnership is described from the perspective of the school principal and school-based teacher leader for science and math at Paul Robeson High School. We discuss results from recent state standardized exams suggesting that these activities improve science knowledge and understanding for the high school students. A key ingredient for the improved science skills may be the broad social aspects of feeling included in the university setting.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"36 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139452329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Perry County is a predominantly African American community in rural Alabama. The prevalence of cardiovascular risk factors such as obesity, diabetes, and hypertension is higher than average in the Perry County population. The Cardiovascular Risk Reduction Clinic, a collaboration between Samford University McWhorter School of Pharmacy, Sowing Seeds of Hope, and the Perry County Health Department, partnered with the Perry County Department of Transportation (DOT) to offer DOT employees, mostly African American men, health screenings and education delivered at times and locations convenient to their work schedules. The objective of the present study was to evaluate the impact of a community partnership with pharmacist-led health interventions on modifiable cardiovascular risk factors in participants lacking access to other community health initiatives due to work obligations. This study was a retrospective chart review evaluating changes in blood pressure and body mass index (BMI). Participants included DOT employees 18 years of age and older who participated in at least two health screenings 12 weeks apart. Over the course of the intervention, the average systolic blood pressure decreased by 6 mmHg, and the average diastolic blood pressure decreased by 4 mmHg. The baseline BMI average of 35.1 kg/m2 had dropped to 34.5 kg/m2 at 12 weeks. Although modest, the reductions in blood pressure and BMI indicate a potential for cardiovascular disease risk reduction. Lessons learned from this pilot project can inform the initiation of similar programs intended to decrease cardiovascular risk. Pharmacist-led interventions combined with community support can lead to positive cardiovascular results among rural communities.
{"title":"Impact of Pharmacist-Led Health Initiatives in Rural Alabama","authors":"Pilar Z. Murphy","doi":"10.54656/jces.v16i1.575","DOIUrl":"https://doi.org/10.54656/jces.v16i1.575","url":null,"abstract":"Perry County is a predominantly African American community in rural Alabama. The prevalence of cardiovascular risk factors such as obesity, diabetes, and hypertension is higher than average in the Perry County population. The Cardiovascular Risk Reduction Clinic, a collaboration between Samford University McWhorter School of Pharmacy, Sowing Seeds of Hope, and the Perry County Health Department, partnered with the Perry County Department of Transportation (DOT) to offer DOT employees, mostly African American men, health screenings and education delivered at times and locations convenient to their work schedules. The objective of the present study was to evaluate the impact of a community partnership with pharmacist-led health interventions on modifiable cardiovascular risk factors in participants lacking access to other community health initiatives due to work obligations. This study was a retrospective chart review evaluating changes in blood pressure and body mass index (BMI). Participants included DOT employees 18 years of age and older who participated in at least two health screenings 12 weeks apart. Over the course of the intervention, the average systolic blood pressure decreased by 6 mmHg, and the average diastolic blood pressure decreased by 4 mmHg. The baseline BMI average of 35.1 kg/m2 had dropped to 34.5 kg/m2 at 12 weeks. Although modest, the reductions in blood pressure and BMI indicate a potential for cardiovascular disease risk reduction. Lessons learned from this pilot project can inform the initiation of similar programs intended to decrease cardiovascular risk. Pharmacist-led interventions combined with community support can lead to positive cardiovascular results among rural communities.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"12 1-4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139230920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jessica G. Cox, Bruno D. González Cervera, Amer Al Fayadh, Harriet Okatch
The COVID-19 pandemic exposed multiple disparities; racial and ethnic minority groups experienced higher proportions of cases, hospitalizations, and deaths. However, racial and ethnic minority populations are often underrepresented in traditional survey research. In a survey of the social and economic impacts of COVID-19 in a local area, we developed three distinct academic-community partnerships. We report these partnerships with particular focus on the partnership that promoted the inclusion of racially and ethnically minoritized multicultural populations in the survey. We describe each stage of the partnership, including survey design, translation, outreach and recruitment, results, and dissemination of results, and share the lessons learned, both in terms of academic-community partnerships and in surveying multicultural populations. Our lessons learned consist of four main themes: Outreach and recruitment is more labor-intensive with multicultural populations; the respondents in the targeted sample for this study differed from the general population in how they experienced the effects of COVID-19; researchers must be flexible and plan for more time and expenses; and academic-community partnerships are a valuable model for including traditionally hard-to-reach populations in research. A comparison of our survey reach to that of its corresponding representative survey affirms that our process was effective in recruiting a population that differed from the representative sample, both in terms of demographics and the severity of the pandemic’s impact at the household level. Thus, additional efforts to reach multicultural and underrepresented populations are warranted, especially during a pandemic, and academic-community partnerships combine multiple areas of expertise to productively engage such populations.
{"title":"Lessons Learned and Possibilities Recognized: An Academic-Community Partnership to Engage Multicultural Populations During a Pandemic","authors":"Jessica G. Cox, Bruno D. González Cervera, Amer Al Fayadh, Harriet Okatch","doi":"10.54656/jces.v16i1.532","DOIUrl":"https://doi.org/10.54656/jces.v16i1.532","url":null,"abstract":"The COVID-19 pandemic exposed multiple disparities; racial and ethnic minority groups experienced higher proportions of cases, hospitalizations, and deaths. However, racial and ethnic minority populations are often underrepresented in traditional survey research. In a survey of the social and economic impacts of COVID-19 in a local area, we developed three distinct academic-community partnerships. We report these partnerships with particular focus on the partnership that promoted the inclusion of racially and ethnically minoritized multicultural populations in the survey. We describe each stage of the partnership, including survey design, translation, outreach and recruitment, results, and dissemination of results, and share the lessons learned, both in terms of academic-community partnerships and in surveying multicultural populations. Our lessons learned consist of four main themes: Outreach and recruitment is more labor-intensive with multicultural populations; the respondents in the targeted sample for this study differed from the general population in how they experienced the effects of COVID-19; researchers must be flexible and plan for more time and expenses; and academic-community partnerships are a valuable model for including traditionally hard-to-reach populations in research. A comparison of our survey reach to that of its corresponding representative survey affirms that our process was effective in recruiting a population that differed from the representative sample, both in terms of demographics and the severity of the pandemic’s impact at the household level. Thus, additional efforts to reach multicultural and underrepresented populations are warranted, especially during a pandemic, and academic-community partnerships combine multiple areas of expertise to productively engage such populations.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"13 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139250620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Future Medical Education and Development Introductory Course (Future MEDIC) is a medical student–led school program designed to inspire primary school students in underserved communities by sharing a passion for medicine and healthcare careers. Through hands-on activities—including physical examination workshops, an on-site airport introduction to flight medicine, and interactive demonstrations with a patient simulator—26 eighth-grade students were empowered to actively explore the world of healthcare. To assess the impact of Future MEDIC on students’ knowledge and interest in healthcare careers, we administered pre- and post-surveys, informal exit interviews, and participation prizes. Survey responses were analyzed with a Mann Whitney U test for significance. There was a significant increase (p = 0.01) from pre- to post-survey about “I enjoy learning about how the body works.” Yet there was also a significant decrease (p = 0.03) from pre- to post-survey about “In the future, I am interested in working in healthcare or medicine.” Despite enjoying the activities and content of the Future MEDIC program, students did not have an increased interest in entering the healthcare field. Although interest in entering the healthcare field was not increased, Future MEDIC was a rewarding and fun experience for students to partake in, and an opportunity to create a multidimensional view of the healthcare field.
{"title":"Future MEDIC: Medical Student–Led Healthcare Career Exploration Program for Underserved Middle School Students","authors":"Sydney Sharp, Meeti Mehta, Rachel Weger, Chiazam Omenyi, Thuy Bui, Catherine Rebitch","doi":"10.54656/jces.v16i1.506","DOIUrl":"https://doi.org/10.54656/jces.v16i1.506","url":null,"abstract":"Future Medical Education and Development Introductory Course (Future MEDIC) is a medical student–led school program designed to inspire primary school students in underserved communities by sharing a passion for medicine and healthcare careers. Through hands-on activities—including physical examination workshops, an on-site airport introduction to flight medicine, and interactive demonstrations with a patient simulator—26 eighth-grade students were empowered to actively explore the world of healthcare. To assess the impact of Future MEDIC on students’ knowledge and interest in healthcare careers, we administered pre- and post-surveys, informal exit interviews, and participation prizes. Survey responses were analyzed with a Mann Whitney U test for significance. There was a significant increase (p = 0.01) from pre- to post-survey about “I enjoy learning about how the body works.” Yet there was also a significant decrease (p = 0.03) from pre- to post-survey about “In the future, I am interested in working in healthcare or medicine.” Despite enjoying the activities and content of the Future MEDIC program, students did not have an increased interest in entering the healthcare field. Although interest in entering the healthcare field was not increased, Future MEDIC was a rewarding and fun experience for students to partake in, and an opportunity to create a multidimensional view of the healthcare field.","PeriodicalId":73680,"journal":{"name":"Journal of community engagement and scholarship","volume":"65 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134901308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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