Applying Experiential Action Learning Pedagogy to an Intensive Course to Enhance Capacity to Conduct Community-Based Participatory Research.
Applying Experiential Action Learning Pedagogy to an Intensive Course to Enhance Capacity to Conduct Community-Based Participatory Research.
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DOI：
10.1177/2373379919885975
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发表时间：
2020-09-01
期刊：
影响因子：
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通讯作者：
Israel BA
中科院分区：
文献类型：
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作者：
Coombe CM;Schulz AJ;Brakefield-Caldwell W;Gray C;Guzman JR;Kieffer EC;Lewis T;Reyes AG;Rowe Z;Israel BA
基于社区的参与性研究（CBPR）被广泛认为是理解和解决卫生不公平的有效方法。公共卫生从业人员和研究人员有机会与社区合作伙伴共同参与密集的共同学习过程，可以建立CBPR的能力。采用积极的学习方法，让不同的伙伴参与，可以加强伙伴关系的发展、能力和公平。对这种教学方法的审查可以加强对它们对CBPR能力建设方案有效性的贡献的理解。本文介绍了底特律城市研究中心开展的为期一周的强化课程，作为为期一年的培训计划的基础，以建立社区学术伙伴关系团队在自己的社区参与CBPR的能力。面对面的CBPR课程是由专家学术和社区讲师开发和实施的，并使用了整合CBPR原则和流程的体验式行动学习模型。我们描述了我们的合作，体验式行动学习模型的课程设计的课程内容和应用;目前的结果，从参与者的课程效果，CBPR能力，和公平的合作伙伴关系的发展评估;并检查的贡献，教学方法的结果中央成功的CBPR。参与性，形成性的课程评估使用多种方法，包括封闭式和开放式问卷调查，以评估教学效果，参与者的CBPR的12个核心组成部分的能力，以及课程对合作伙伴关系的影响。评价结果表明，注重共同学习的体验式行动学习方法，不同的教师和参与者之间的合作，以及促进和示范公平和信任关系的环境，可以有效地建立CBPR能力。
Community-based participatory research (CBPR) is widely recognized as an effective approach to understand and address health inequities. Opportunities for public health practitioners and researchers to engage jointly with community partners in intensive colearning processes can build capacity for CBPR. Using active learning approaches that engage diverse partners can enhance partnership development, competence, and equity. Examination of such pedagogical approaches can strengthen understanding of their contributions to the effectiveness of CBPR capacity-building programs. This article describes a weeklong intensive course carried out by the Detroit Urban Research Center as the foundation for a yearlong training program to build the capacity of community-academic partnership teams to engage in CBPR in their own communities. The in-person CBPR course was developed and implemented by expert academic and community instructors and used an experiential action learning model that integrated CBPR principles and processes. We describe the course content and application of our collaborative, experiential action learning model to course design; present results from participant evaluation of course effectiveness, CBPR competence, and equitable partnership development; and examine the contributions of the pedagogical approach to outcomes central to successful CBPR. The participatory, formative course evaluation used multiple methods that included closed- and open-ended questionnaires to assess instructional effectiveness, participant competence on 12 core components of CBPR, and course impact on partner relationships. Evaluation findings suggest that an experiential action learning approach with attention to colearning, collaboration among diverse instructors and participants, and an environment that fosters and models equitable and trusting relationships can be effective in building CBPR capacity.