Keeping the 'C' in CBPR: Exploring Community Researchers' Experiences with Human Subjects Protection Training Requirements.
Saved in:
| Title: | Keeping the 'C' in CBPR: Exploring Community Researchers' Experiences with Human Subjects Protection Training Requirements. |
|---|---|
| Authors: | Cruz, Naomi, Adams, Christiana, Akhimien, Constance, Allibay Abdulkadir, Fauziyya, Battle, Cherriece, Oluwayemi, Maria, Salimon, Olanike, Lassiter, Teri, Kantor, Leslie |
| Source: | Behavioral Medicine. Oct-Dec2024, Vol. 50 Issue 4, p279-287. 9p. |
| Subjects: | Safety, Medical care research, Research funding, Maternal health services, Human research subjects, Evaluation of human services programs, Interviewing, Pregnant women, Attitude (Psychology), Black people, Curriculum planning, Action research, Research ethics |
| Abstract: | Community-engaged research is increasingly recognized for its potential to advance health equity. The ability to conduct such research in the United States is predicated on the completion of human subjects protection courses; however, prior studies suggest that many of these required courses may not adequately accommodate the varied skillsets and backgrounds of community members involved with carrying out research. The present study explores community researchers' (CRs') experiences with a human subjects protection course frequently required by U.S. academic institutions. Six CRs involved in conducting a community-based participatory research (CBPR) project on Black women's pregnancy-related experiences were interviewed about their completion of the required course. Across multiple interviews, CRs noted challenges with the training length, competing external demands, module readability, content relevancy, end-of-module quizzes, and technology requirements. Despite such obstacles, CRs still valued the opportunity to learn and felt more knowledgeable and capable post-course completion. Recommendations for course improvement were explored. University requirements for human subjects protection trainings may place an undue burden on community members preparing to conduct research, impede academic-community partnerships, and discourage the initiation and continuation of community-engaged studies. Course alternatives that are tailored to CRs as well as community-academic partnerships could enhance the feasibility, relevance, and effectiveness of such trainings. [ABSTRACT FROM AUTHOR] |
| Copyright of Behavioral Medicine is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Community-engaged research is increasingly recognized for its potential to advance health equity. The ability to conduct such research in the United States is predicated on the completion of human subjects protection courses; however, prior studies suggest that many of these required courses may not adequately accommodate the varied skillsets and backgrounds of community members involved with carrying out research. The present study explores community researchers' (CRs') experiences with a human subjects protection course frequently required by U.S. academic institutions. Six CRs involved in conducting a community-based participatory research (CBPR) project on Black women's pregnancy-related experiences were interviewed about their completion of the required course. Across multiple interviews, CRs noted challenges with the training length, competing external demands, module readability, content relevancy, end-of-module quizzes, and technology requirements. Despite such obstacles, CRs still valued the opportunity to learn and felt more knowledgeable and capable post-course completion. Recommendations for course improvement were explored. University requirements for human subjects protection trainings may place an undue burden on community members preparing to conduct research, impede academic-community partnerships, and discourage the initiation and continuation of community-engaged studies. Course alternatives that are tailored to CRs as well as community-academic partnerships could enhance the feasibility, relevance, and effectiveness of such trainings. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 08964289 |
| DOI: | 10.1080/08964289.2023.2249574 |
