Doubeni Chyke A, Nelson David, Cohn Elizabeth Gross, Paskett Electra, Asfaw Seleshi Ayalew, Sumar Mehek, Ahmed Syed M, McClinton-Brown Rhonda, Wieland Mark L, Kinney Anita, Aguilar-Gaxiola Sergio, Rosas Lisa G, Patino Cecilia M
The Ohio State University Wexner Medical Center, Columbus, OH, USA.
Center for Health Equity and Community Engagement Research, Mayo Clinic, Rochester, MN, USA.
J Clin Transl Sci. 2022 Jul 7;6(1):e109. doi: 10.1017/cts.2022.424. eCollection 2022.
Community engagement (CE) is critical for advancing health equity and a key approach for promoting inclusive clinical and translational science. However, it requires a workforce trained to effectively design, implement, and evaluate health promotion and improvement strategies through meaningful collaboration with community members. This paper presents an approach for designing CE curricula for research, education, clinical care, and public health learners. A general pedagogical framework is presented to support curriculum development with the inclusion of community members as facilitators or faculty. The overall goal of the curriculum is envisioned as enabling learners to effectively demonstrate the principles of CE in working with community members on issues of concern to communities to promote health and well-being. We highlight transformations needed for the commonly used critical service-learning model and the importance of faculty well-versed in CE. Courses may include didactics and practicums with well-defined objectives and evaluation components. Because of the importance of building and maintaining relationships in CE, a preparatory phase is recommended prior to experiential learning, which should be guided and designed to include debriefing and reflective learning. Depending on the scope of the course, evaluation should include community perspectives on the experience.
社区参与（CE）对于推进健康公平至关重要，是促进包容性临床与转化科学的关键方法。然而，这需要一支经过培训的工作队伍，通过与社区成员进行有意义的合作，有效地设计、实施和评估健康促进与改善策略。本文介绍了一种为从事研究、教育、临床护理和公共卫生的学习者设计社区参与课程的方法。提出了一个通用的教学框架，以支持课程开发，其中包括让社区成员担任促进者或教员。课程的总体目标被设想为使学习者能够在与社区成员就社区关注的问题开展合作以促进健康和福祉的过程中，有效地展示社区参与的原则。我们强调了常用的关键服务学习模式所需的转变以及精通社区参与的教员的重要性。课程可能包括具有明确目标和评估内容的教学和实习。由于在社区参与中建立和维护关系的重要性，建议在体验式学习之前设立一个准备阶段，该阶段应加以引导并设计为包括汇报和反思性学习。根据课程范围，评估应包括社区对该体验的看法。
