Nguyen-Truong Connie Kim, Tang Joannie, Hsiao Chiao-Yun
Prog Community Health Partnersh. 2017;11(2):215-221. doi: 10.1353/cpr.2017.0026.
Vietnamese women are diagnosed with cervical cancer at twice the rate of non-Hispanic White women and the highest compared to Chinese, Filipino, Korean, and Japanese women. ἀ e Vietnamese Women's Health Project, a community-based participatory research partnership, was developed to address this concern. In earlier studies, community members received research training.
To describe how we developed an innovative curricular research training framework. Community members developed their own learning goals and activities, taught alongside a nurse scientist, and participated in a community interactive research workshop series.
Popular education principles were used to guide team teaching. Topics, learning goals, lesson plans, and an evaluation w ere de veloped t ogether. ἀ ree, 4 -5.5 h our workshops were hosted. Topics included qualitative research, art of hearing data, reflexivity, analysis, validity, and dissemination. Community members and a nurse scientist co-constructed knowledge through participatory methods. ἀe workshops ran concurrent to the study timeline to inform community members' research activities and vice versa. A range from 8 to 20 participants attended the workshops, of which six community members were team teachers and three facilitated at each workshop. In an evaluation, team teachers reported workshop strengths: an empathetic and trusting learn ing environment, a sense of ownership in learning, a greater under standing of roles in research partnerships, and a feel ing of safety to conduct research with academic investigators.
Academic investigators need to be aware that co-constructing knowledge is foundational to long-term sustainability of community-based participatory research partnership (CBPR) partnerships, but requires building team capacity to conduct research collaboratively.
越南女性被诊断出宫颈癌的比例是非西班牙裔白人女性的两倍，与华裔、菲律宾裔、韩裔和日裔女性相比也是最高的。越南女性健康项目是一个基于社区的参与性研究伙伴关系，旨在解决这一问题。在早期研究中，社区成员接受了研究培训。
描述我们如何开发一个创新的课程研究培训框架。社区成员制定了自己的学习目标和活动，与一位护士科学家一起授课，并参加了一系列社区互动研究工作坊。
采用大众教育原则指导团队教学。共同制定了主题、学习目标、教案和评估。举办了三次时长4至5.5小时的工作坊。主题包括定性研究、倾听数据的技巧、反思性、分析、效度和传播。社区成员和一位护士科学家通过参与性方法共同构建知识。工作坊与研究时间表同步进行，以告知社区成员的研究活动，反之亦然。每次工作坊有8至20名参与者，其中6名社区成员是团队教师，每次工作坊有3人协助。在一次评估中，团队教师报告了工作坊的优点：一个富有同理心和信任的学习环境、学习中的主人翁意识、对研究伙伴关系中角色的更深入理解以及与学术研究人员进行研究时的安全感。
学术研究人员需要意识到，共同构建知识是基于社区的参与性研究伙伴关系（CBPR）长期可持续性的基础，但需要建立团队合作开展研究的能力。
