Towards Convergence: How to Do Transdisciplinary Environmental Health Disparities Research.

Increasingly, funders (i.e., national, public funders, such as the National Institutes of Health and National Science Foundation in the U.S.) and scholars agree that single disciplines are ill equipped to study the pressing social, health, and environmental problems we face alone, particularly environmental exposures, increasing health disparities, and climate change. To better understand these pressing social problems, funders and scholars have advocated for transdisciplinary approaches in order to harness the analytical power of diverse and multiple disciplines to tackle these problems and improve our understanding. However, few studies look into how to conduct such research. To this end, this article provides a review of transdisciplinary science, particularly as it relates to environmental research and public health. To further the field, this article provides in-depth information on how to conduct transdisciplinary research. Using the case of a transdisciplinary, community-based, participatory action, environmental health disparities study in California's Central Valley provides an in-depth look at how to do transdisciplinary research. Working with researchers from the fields of social sciences, public health, biological engineering, and land, air, and water resources, this study aims to answer community residents' questions related to the health disparities they face due to environmental exposure. Through this case study, I articulate not only the logistics of how to conduct transdisciplinary research but also the logics. The implications for transdisciplinary methodologies in health disparity research are further discussed, particularly in the context of team science and convergence science

Evaluation of the Community Child Health Research Network (CCHN) Community-Academic Partnership

Background: The Community Child Health Network (CCHN) is a research collaborative network of five communities in the U.S. formed to study maternal and child health disparities, via a community-based participatory research study design. CCHN studies how community, family, and individual level influences interact with biological processes to affect maternal stress, resilience, and allostatic load; ultimately, the study evaluates whether such factors result in health disparities in pregnancy outcomes and infant and early childhood mortality and morbidity. The purpose of this paper is to assess the community-based participatory research (CBPR) process that governs the CCHN and offer lessons from our experiences. Methods: This study employs a qualitative approach to evaluate the CBPR process among CCHN community and academic partners. Qualitative interviews (n=17) were completed by both community and academic CCHN partners. Results: Content analysis of qualitative data revealed six major themes (1) lack of necessary resources; (2) collaborative learning; (3) perceived benefits; (4) communication and education; (5) trust and expectations; and (6) sustainability. Discussion: The benefits and challenges of implementing productive, community-academic partnerships were present both at the local site-level and the network-level. Ultimately, the inclusion of community-based participatory research principles and methods enhanced the study development, implementation, analysis, and dissemination of findings. Conclusion: Lessons learned from a multi-site CBPR project, including strategies for managing learning and communication across different geographic sites, may be useful to other CBPR and multi-site community-based research endeavors

Our door is always open : Aligning Literacy LearningPractices in Writing Programs and Residential LearningCommunities

Writing studies has considered college students\u27 literacy development as a chronological progression and as influenced by their off-campus connections to various cultural and professional communities. This project considers students\u27 literacy development across disciplines and university activity systems in which they\u27re simultaneously involved to look at the (missed) opportunities for fostering transfer across writing courses and residential learning communities as parallel—but rarely coordinated—high-impact practices. Rather than calling for the development of additional programs, I argue for building/strengthening connections between these existing programs by highlighting shared learning outcomes focused on literacy skills development and learning how to learn

Aligning Community-Engaged Research to Context.

Community-engaged research is understood as existing on a continuum from less to more community engagement, defined by participation and decision-making authority. It has been widely assumed that more is better than less engagement. However, we argue that what makes for good community engagement is not simply the extent but the fit or alignment between the intended approach and the various contexts shaping the research projects. This article draws on case studies from three Community Engagement Cores (CECs) of NIEHS-funded Environmental Health Science Core Centers (Harvard University, UC Davis and University of Arizona,) to illustrate the ways in which community engagement approaches have been fit to different contexts and the successes and challenges experienced in each case. We analyze the processes through which the CECs work with researchers and community leaders to develop place-based community engagement approaches and find that different strategies are called for to fit distinct contexts. We find that alignment of the scale and scope of the environmental health issue and related research project, the capacities and resources of the researchers and community leaders, and the influences of the sociopolitical environment are critical for understanding and designing effective and equitable engagement approaches. These cases demonstrate that the types and degrees of alignment in community-engaged research projects are dynamic and evolve over time. Based on this analysis, we recommend that CBPR scholars and practitioners select a range of project planning and management techniques for designing and implementing their collaborative research approaches and both expect and allow for the dynamic and changing nature of alignment

Using a virtue ethics lens to develop a socially accountable community placement programme for medical students

Background: Community-based education (CBE) involves educating the head (cognitive), heart (affective), and the hand (practical) by utilizing tools that enable us to broaden and interrogate our value systems. This article reports on the use of virtue ethics (VE) theory for understanding the principles that create, maintain and sustain a socially accountable community placement programme for undergraduate medical students. Our research questions driving this secondary analysis were; what are the goods which are internal to the successful practice of CBE in medicine, and what are the virtues that are likely to promote and sustain them? Methods: We conducted a secondary theoretically informed thematic analysis of the primary data based on MacIntyre’s virtue ethics theory as the conceptual framework. Results: Virtue ethics is an ethical approach that emphasizes the role of character and virtue in shaping moral behavior; when individuals engage in practices (such as CBE), goods internal to those practices (such as a collaborative attitude) strengthen the practices themselves, but also augment those individuals’ virtues, and that of their community (such as empathy). We identified several goods that are internal to the practice of CBE and accompanying virtues as important for the development, implementation and sustainability of a socially accountable community placement programme. A service-oriented mind-set, a deep understanding of community needs, a transformed mind, and a collaborative approach emerged as goods internal to the practice of a socially accountable CBE. The virtues needed to sustain the identified internal goods included empathy and compassion, connectedness, accountability, engagement [sustained relationship], cooperation, perseverance, and willingness to be an agent of change. Conclusion: This study found that MacIntyre’s virtue ethics theory provided a useful theoretical lens for understanding the principles that create, maintain and sustain CBE practice

Participatory knowledge mobilisation: an emerging model for international translational research in education

Research alone does not inform practice, rather a process of knowledge translation is required to enable research findings to become meaningful for practitioners in their contextual settings. However, the translational process needs to be an iterative cycle so that the practice itself can be reflected upon and thereby inform the ongoing research agenda. This paper presents the initial findings of a study into an international, participatory model of knowledge mobilization in the context of translational research in the field of education. Using a mixed methods approach, the study draws upon data collected from the Education Futures Collaboration (EFC), an educational charity, which has developed an international knowledge mobilization strategy. Through the innovative use of technologies this initiative improves the link between research and practice by finding new and practical ways to improve the knowledge base for practitioners. The EFC has developed two work strands within the international knowledge mobilization strategy, which utilise two complementary digital platforms. The first is the online MESHGuides (Mapping Educational Specialist knowHow), a collaborative tool for connecting educators with visual summaries of educational research from which practice can be developed. The second is the online Education Communities of Practice network, which is used to support international partnerships for collaboration between researchers and practitioners. Findings indicate that utilising web 2.0 tools to develop translational research through MESHGuides is significantly groundbreaking in its vision and scope with respect to practitioners accessing and building the knowledge base of the teaching profession internationally and strengthening the link between researchers and practitioners, thereby increasing the impact of research in education

Implementing health research through academic and clinical partnerships : a realistic evaluation of the Collaborations for Leadership in Applied Health Research and Care (CLAHRC)

Background: The English National Health Service has made a major investment in nine partnerships between higher education institutions and local health services called Collaborations for Leadership in Applied Health Research and Care (CLAHRC). They have been funded to increase capacity and capability to produce and implement research through sustained interactions between academics and health services. CLAHRCs provide a natural ‘test bed’ for exploring questions about research implementation within a partnership model of delivery. This protocol describes an externally funded evaluation that focuses on implementation mechanisms and processes within three CLAHRCs. It seeks to uncover what works, for whom, how, and in what circumstances. Design and methods: This study is a longitudinal three-phase, multi-method realistic evaluation, which deliberately aims to explore the boundaries around knowledge use in context. The evaluation funder wishes to see it conducted for the process of learning, not for judging performance. The study is underpinned by a conceptual framework that combines the Promoting Action on Research Implementation in Health Services and Knowledge to Action frameworks to reflect the complexities of implementation. Three participating CLARHCS will provide indepth comparative case studies of research implementation using multiple data collection methods including interviews, observation, documents, and publicly available data to test and refine hypotheses over four rounds of data collection. We will test the wider applicability of emerging findings with a wider community using an interpretative forum. Discussion: The idea that collaboration between academics and services might lead to more applicable health research that is actually used in practice is theoretically and intuitively appealing; however the evidence for it is limited. Our evaluation is designed to capture the processes and impacts of collaborative approaches for implementing research, and therefore should contribute to the evidence base about an increasingly popular (e.g., Mode two, integrated knowledge transfer, interactive research), but poorly understood approach to knowledge translation. Additionally we hope to develop approaches for evaluating implementation processes and impacts particularly with respect to integrated stakeholder involvement

An exploratory analysis of best practices for community resource coordination groups of Texas

During the 70th Legislative Session in 1987, the Texas Legislature mandated the establishment of local county-based Community Resource Coordination Groups (CRCGs) to collaborate on the development of individualized service plans and the service provision for children and youth with complex, multi-agency needs. While this was an unfunded mandate for localities, the State’s budget for the Health and Human Services Commission (HHSC) provided training and technical assistance to local CRCGs from the State CRCG Office. However, the 82nd Texas Legislature reduced HHSC’s budget, which resulted in the defunding of the CRCG program at the state level. During fiscal years 2012 and 2013, county CRCG leaders across Texas were left to sustain local operations, if possible, without state-level support. Although some CRCGs did not remain active, the majority of CRCGs did in the absence of the State Office’s support. Local CRCG leaders across the state of Texas experience difficulty maintaining adequate representation from CRCG partners from the 11 mandated state agencies, as well as limited funding and resources to meet the needs of individuals served by CRCGs. In light of the unfunded mandate and in an effort to identify strategies to enhance the quality of CRCG agency collaboration and service delivery, the purpose of this report is to explore various models for multi-agency collaboration, identify relevant best practices, and discuss potential funding mechanisms for Texas CRCGs. The report presents program and policy recommendations to increase the capacity that the State CRCG Office and local CRCGs have to serve individuals with complex, multi-agency needs.Public AffairsSocial Wor