Principles of Community Engagement (Second Edition)

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Chapter 5 Challenges in Improving Community Engagement in Research Jo Anne Grunbaum, EdD INTRODUCTION This chapter addresses common challenges faced in community-engaged research, whether that research meets the definition of community-based participatory research (CBPR) or falls elsewhere on the spectrum of community engagement efforts These challenges and some approaches for meeting them are illustrated with a series of vignettes that describe real-life experiences of partnerships emanating from the Prevention Research Centers (PRC) program, the Clinical and Translational Science Awards (CTSA) program, and other community-engaged research (CEnR) efforts CDC funds PRCs in schools of public health and medicine; the first three PRCs were funded in 1986 Currently, 37 PRCs are funded across 27 states, working as an interdependent network of community, academic, and public health partners to conduct applied prevention research and support the wide use of practices proven to promote good health These partners design, test, and disseminate strategies that can be implemented as new policies or 109
ecommended public health practices For more information on the PRC program, visit www cdc gov/prc The CTSA program began in 2006 with 12 sites funded by the National Center for Research Resources, a part of NIH As of publication, the CTSA Consortium includes 55 medical research institutions located throughout the nation that work together to energize the discipline of clinical and translational science The CTSA institutions share a common vision to improve human health by transforming the research and training environment in the U S to enhance the efficiency and quality of clinical and translational research Community engagement programs in the CTSAs help foster collaborative and interdisciplinary research partnerships, enhance public trust in clinical and translational research, and facilitate the recruitment and retention of research participants to learn more about health issues in the United States’ many diverse populations For more information on the CTSA Consortium, visit www CTSAweb org The purpose of this chapter is to address five key challenges in the area of community-engaged research: 1 Engaging and maintaining community involvement 2 Overcoming differences between and among academics and the community 3 Working with nontraditional communities 4 Initiating a project with a community and developing a community advisory board 5 Overcoming competing priorities and institutional differences Each vignette describes a challenge faced by a partnership and the actions taken and provides pertinent take-home messages The intention is to provide readers with snapshots of community engagement activity during the research process Readers are encouraged to contact the authors or refer to the references for further information concerning findings and follow-up 110
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PRINCIPLES OF COMMUNITY ENGAGEMENT
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TABLE OF CONTENTS CTSA Community En
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Editorial and Research Staff Mina S
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For further information on the CTSA
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FOREWORD As Surgeon General, I am p
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Executive Summary
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of Veterans Affairs, and other fede
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REFERENCES Ahmed SM, Palermo AG Com
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Chapter 1 Community Engagement: Def
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clinics, agencies, after-school pro
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The eligibility criteria that scien
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2 Design and delivery—Improvement
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There is no question that culture a
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oot causes of problems while at the
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• Know the community, its constit
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• Coalitions require that each pa
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studies demonstrate that IRBs gener
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action at those levels This approac
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• S o c i e t y : Advocate for th
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According to Rogers, the characteri
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is the added value of CBPR to the r
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• It is important to understand c
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Butterfoss FD, Kegler MC (2002) Tow
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Flicker S, Travers R, Guta A, McDon
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Jones MR, Horner RD, Edwards LJ, Ho
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Minkler M Community organizing and
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Shore N Community-based participato
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Yale Center for Clinical Investigat
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Chapter 2 Principles of Community E
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• Ask community members to specif
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trust for a true partnership Such m
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that affect health and health dispa
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Page 67 and 68: Chapter 3 Successful Examples in th
Page 69 and 70: 59 TABLE 3.1. MATRIX OF CASE EXAMPL
Page 71 and 72: a mission statement written in the
Page 73 and 74: 2. HEALTH-E-AME Background: The Med
Page 75 and 76: 3. PROJECT SUGAR Background: Gullah
Page 77 and 78: Websites http://academicdepartments
Page 79 and 80: of the community context, developme
Page 81 and 82: 5. HEALING OF THE CANOE Background:
Page 83 and 84: 6. FORMANDO NUESTRO FUTURO/SHAPING
Page 85 and 86: 7. IMPROVING AMERICAN INDIAN CANCER
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Page 91 and 92: 9. THE DENTAL PRACTICE-BASED RESEAR
Page 93 and 94: 10. DIABETES EDUCATION & PREVENTION
Page 95 and 96: 11. PROJECT DULCE Background: Diabe
Page 97 and 98: References Gilmer TP, Philis-Tsimik
Page 99 and 100: milestones in child development, ch
Page 101 and 102: Chapter 4 Managing Organizational S
Page 103 and 104: engagement is not limited to coalit
Page 105 and 106: Practice Element 1: Know the Commun
Page 107 and 108: each capacity component for this pr
Page 109 and 110: REFERENCES Butterfoss FD. Coalition
Page 111 and 112: Table 4.1. Know the Community, Its
Page 113 and 114: Table 4.3. Build and Sustain Networ
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Page 119 and 120: community setting can be just as ri
Page 121 and 122: These challenges do not compare, ho
Page 123 and 124: halted its efforts to collect data
Page 125 and 126: mechanisms for communication, the c
Page 127 and 128: The researchers and the community b
Page 129 and 130: Horn K, McGloin T, Dino G, Manzo K,
Page 131 and 132: Take-Home Messages • Be explicit
Page 133 and 134: At meetings of the CAB, decisions w
Page 135 and 136: 3. WORKING WITH NONTRADITIONAL COMM
Page 137 and 138: B. How do you engage a state as a c
Page 139 and 140: to those applying for funds The eva
Page 141 and 142: 4. INITIATING A PROJECT WITH A COMM
Page 143 and 144: B. How do you set up and maintain a
Page 145 and 146: References Blumenthal DS A communit
Page 147 and 148: parties grew frustrated The partner
Page 149 and 150: 5. O VERCOMING COMPETING PRIORITIES
Page 151 and 152: Reference Reifsnider E, Hargraves M
Page 153 and 154: Take-Home Messages • “Splitting
Page 155 and 156: Although the CTSA sites in the Bost
Page 157 and 158: Chapter 6 The Value of Social Netwo
Page 159 and 160: Social networks can also play an im
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Page 163 and 164: engagement Furthermore, social medi
Page 165 and 166: REFERENCES Arthur T The role of soc
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Program Evaluation and Evaluating C
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approaches to evaluation that are p
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Several institutions have identifie
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Planning Defining and identifying s
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Once the positive outcome of a prog
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The major goal of empowerment evalu
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Table 7.1. Types of Evaluation Ques
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The evaluation of community engagem
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for understanding a community and i
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REFERENCES Anderson RM, Funnell MM,
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Patton MQ Qualitative evaluation an
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Chapter 8 Summary Donna Jo McCloske
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• Know the extent to which the fo
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Appendix A: Acronyms
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CDC Centers for Disease Control and
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NIH Publication No. 11-7782
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