Short Course in Multilingual Research Methods

项目总结/摘要 针对缺乏多语言研究方法的培训，我们提出了一种独特的短期教育 该计划旨在为儿童健康研究人员提供招募和参与的敏感性，技能和知识 有限英语能力（LEP）儿童和家庭的研究。在美国，大约有7.8 100万儿童和青少年没有精通英语的父母。这些儿童和青少年是 由于语言障碍，不成比例地被排除在儿童健康研究之外，这对两者都构成了威胁。 研究结果的有效性和普遍性。它还提出了关于遵守 正义的伦理原则和民权法案。因为拉丁裔和亚裔儿童 受语言障碍的影响不成比例，缺乏进行多语言研究的准备也是一个 在遵守国家卫生研究院关于将少数民族纳入临床研究的政策方面存在障碍。 为了解决这一差距，我们提出了一个由三个组成部分组成的培训计划：首先，我们将提供为期3天的虚拟 讲习班，包括与专业医疗口译员的实践培训课程; 人类学对语言和交流的理解;多语言发展的实践 招生和学习工具;以及重视团队建设和语言资源预算。 其次，我们将每月举办网络研讨会，以解决经验中出现的具体、实际问题 参加短期课程的学员，例如，为同行评审写作。第三，我们将为 参与者召集，网络，并参与专业发展-例如，通过合作， 会议研讨会提交和每月举行，虚拟的工作进展，以建立一个知识 多语言儿童健康研究社区。这些活动将由经验丰富的研究人员领导， 来自费城儿童医院、宾夕法尼亚大学、 和宾夕法尼亚州立大学，与该项目特邀教师的高级研究人员合作 和咨询委员会。短期课程将适合研究生，博士后和其他儿童 健康调查员，包括早期和中期职业教师，具有先前的研究方法/设计培训， 他们正在寻求多语言方法的专门培训。 通过培训和支持一批调查人员，我们希望帮助改变儿童健康的做法 通过将LEP儿童和家庭纳入规范而不是例外来进行研究。我们也希望 支持来自代表性不足背景的多语种调查员的职业发展， 为他们提供培训和工具，以利用他们的语言技能进行严格和可重复的研究， 寻求资助最终，我们相信这个短期课程将提高儿童教育的公平性、质量和影响力。 健康研究，为美国和世界各地的儿童带来更好的健康结果。

PROJECT SUMMARY/ABSTRACT Addressing a paucity of training in multilingual research methods, we propose a unique, short-term education program to provide child health researchers with the sensitivity, skills, and knowledge to recruit and engage Limited English Proficiency (LEP) children and families in research. In the US there are approximately 7.8 million children and adolescents with no English-proficient parents. These children and youth are disproportionately excluded from child health research because of language barriers, and this threatens both the validity and the generalizability of research findings. It also raises difficult questions regarding adherence to the ethical principle of justice and the Civil Rights Act. And because Latino and Asian children are disproportionately affected by language barriers, lack of preparation to conduct multilingual research is also a barrier to adherence to the NIH policy regarding the inclusion of minorities as subjects in clinical research. To address this gap, we propose a training program with three components: First, we will offer a 3-day virtual workshop including hands-on training sessions with expert medical interpreters; orientation to an anthropological understanding of language and communication; practice in the development of multilingual enrollment and study instruments; and attention to team-building and budgeting for language resources. Second, we will deliver monthly webinars to address specific, practical issues that arise in the experience of trainees following the short course, e.g., writing for peer review. Third, we will create opportunities for participants to convene, network, and engage in professional development—e.g., by collaborating on conference workshop submissions and holding monthly, virtual works-in-progress—to build an intellectual community for multilingual child health research. These activities will be led by seasoned researchers, educators, and professional interpreters from Children’s Hospital of Philadelphia, University of Pennsylvania, and Pennsylvania State University, in collaboration with senior researchers from the project’s Invited Faculty and Advisory Committee. The short course will be appropriate for graduate, postdoctoral, and other child health investigators, including early and mid-career faculty, with prior research methods/design training and who are seeking specialized training in multilingual methods. By training and supporting a cohort of investigators, we hope to help transform the practice of child health research by making inclusion of LEP children and families the norm rather than the exception. We also hope to support the career development of multilingual investigators from underrepresented backgrounds by providing them with the training and tools to leverage their language skills for rigorous and reproducible research and grant-seeking. Ultimately, we believe this short course will enhance the equity, quality, and impact of child health research, leading to better health outcomes for children in the US and around the world.