Chatterjee Avik, Daftary Genevieve, Gatison Lenward, Gillman Matthew W
Prog Community Health Partnersh. 2016;10(4):577-584. doi: 10.1353/cpr.2016.0066.
In 2013, leadership at a Boston school approached academic investigators for help with assessing their new school food program.
The community-academic partnership implemented a two-phase community-based participatory research (CBPR) assessment. The qualitative phase involved key stakeholder focus groups. The quantitative assessment involved height/weight measurement and dietary recalls at the beginning and end of the year.
The qualitative assessment revealed low stakeholder engagement in the food program and resulted in substantive changes. In the quantitative phase, the partnership terminated the study after recruitment goals were not met.
The quantitative assessment faced administrative hurdles to conducting school-based research and obtaining institutional review board (IRB) approval of CBPR projects, low recruitment, and diminished partnership strength. The constant effort to sustain partnerships, IRB processes mal adapted for CBPR, and training needs for community investigators are challenges and opportunities for success.
CBPR can be useful for school-based research, but key process changes could increase its effectiveness.
2013年，波士顿一所学校的领导向学术研究人员寻求帮助，以评估他们新的学校食品项目。
社区-学术合作伙伴实施了一个两阶段的基于社区的参与性研究（CBPR）评估。定性阶段涉及关键利益相关者焦点小组。定量评估包括在年初和年末测量身高/体重以及进行饮食回顾。
定性评估显示利益相关者对食品项目的参与度较低，并导致了实质性的改变。在定量阶段，由于未达到招募目标，该合作伙伴关系终止了研究。
定量评估在开展校本研究和获得机构审查委员会（IRB）对CBPR项目的批准方面面临行政障碍、招募率低以及合作伙伴关系强度减弱。维持伙伴关系的持续努力、IRB流程对CBPR的不适应性以及社区研究人员的培训需求是成功的挑战和机遇。
CBPR对校本研究可能有用，但关键流程的改变可以提高其有效性。
