Transcript Community Based Participatory Research Opportunities

West Virginia Clinical
Translational Science
Institute Links Scientists
and Teachers
Sara Hanks, Ann Chester, Summer Kuhn
What is HSTA?
Infrastructure

Community Based Organization


159 Volunteer Board Members
800 9th -12th grade students in 48
high schools



After school club setting
Complete annual research
projects
Successful completion of the
program results in tuition waiver
to WV state schools

67 teachers

14 Field Site Coordinators

4 Community Research Associates
(Knowledge Brokers)
Community Research Associates
(CRAs)
 Background in high school education
 Understanding of experimental design and statistics
 Ability to relate scientific information to high school
teachers and students
 Work and reside in communities across the state
 Ability to help scientists relate to HSTA and community
What do CRAs do?
 Build partnerships between HSTA and researchers to promote
community based research
 Work with teachers and students on implementing research
protocols
 Act as liaison between community and research
 Open doors for scientists for data collection in hard to reach
populations
 Give communities a voice in the research process
 Disseminate and translate knowledge between researchers and
HSTA communities and vice versa
 Facilitate IRB process
CRAs and the WV Clinical Translational Science
Institute
•CRAs work with students and
teachers in 26 communities
across the state on CBPR
projects
•HSTA projects network
researchers from national &
statewide partner institutions
Connect
investigators, clinics
and communities
Study design
and
implementation
•CRAs work with research teams to
develop appropriate community
engaged research protocols and
IRBs
•HSTA students and CRAs recruit
participants for CTSI projects
•Student research projects are
designed with community needs in
mind
CTSI Community
Engagement &
Outreach Core
Services Delivered
by HSTA
Community
Research
Associates (CRAs)
Dissemination
•CRAs guide research
teams on disseminating
and explaining research
findings to the community
•HSTA students present
annual research projects
at Symposia yearly
Technical
assistance
and training
•CRAs train community
members on CBPR practices
•CRAs work with research
teams to adopt community
engaged strategies
•HSTA students teach and
train their family members
on CBPR
Why do University
researchers need
community programs like
HSTA?
NCATS: Science of Community
Engaged Research: Future
Directions –
Chris Austin MD,
Director of NCATS
 Diagnostics and therapeutics
 Behavioral interventions
 Develop, demonstrate, and disseminate
innovative methods and technologies
NCATS and Community Engagement Across the
Translational Spectrum



Observation to point of care intervention (T1)

Identify most important research questions

Recruit best researchers

Build partnerships

Complementary funding for research studies

Bridge gap between fundamental science researchers and patients
Clinical and translational research (T2-T3)

Help develop relevant and practicable research protocols

Foster community participation and recruiting research participants for clinical trials

Increase collaboration and communication within the CTSA networks and between key
stakeholders (e.g., academia, public/private entities, and communities)
Community health and population research (T4)

Adoption of demonstrably useful interventions (i.e. dissemination)

Adherence

Interface with research partners including PCORI, Collaboratory, AHRQ, etc.
A New Work Force for
Community Based Participatory
Research
 Adolescents can be vectors for change in their
communities
 Students are able to conduct CBPR in the most
inaccessible communities
 The HSTA families offer new insights into public health
issues
 The infrastructure is in place and unique to West
Virginia
Best Practices for Working
with Community, Scientists,
Teachers and Students
True Community Engagement
 Communities’ agenda drives the research
 Communities and their leaders are in a leadership role
 Communities are involved in all parts of research plan
Mentoring
 Constant mentoring occurs at 4 levels:




Academic Researcher
Community members
Teachers
Students
 Two-Way Communication
 Respect
Student Driven
 HSTA students as vectors for change
 Communities
 Teachers
 Research ideas
 Community voice
Questions/ Comments
Research reported in this presentation was supported
by the National Institute Of General Medical Sciences of
the National Institutes of Health under Award Number
U54GM104942. The content is solely the responsibility
of the authors and does not necessarily represent the
official views of the National Institutes of Health.