Fortuna Karen, Bohm Andrew, Lebby Stephanie, Holden Kisha, Agic Branka, Cosco Theodore D, Walker Robert
Department of Psychiatry, Geisel School of Medicine at Dartmouth, Lebanon, NH, United States.
The Dartmouth Institute for Health Policy and Clinical Practice, Geisle School of Medicine, Darmouth College, Hanover, NH, United States.
J Particip Med. 2024 Mar 1;16:e48707. doi: 10.2196/48707.
Over the past decade, a growing body of scientific evidence has demonstrated that community engagement in research leads to more relevant research, enhances the uptake of research findings, and improves clinical outcomes. Despite the increasing need for the integration of community engagement methodologies into the scientific inquiry, doctoral and master's level competencies in the field of psychiatry often lack dedicated training or coursework on community engagement methodologies.
A total of 13 service users, peer support specialists, caregivers of people with mental health challenges, and scientists (with specialties ranging from basic science to implementation science) aged 18 and older participated in remote training on community-based participatory research. Data were collected at baseline, 2 days, and 3 months.
A total of 13 service users, peer support specialists, caregivers of people with mental health challenges, and scientists (with specialties ranging from basic science to implementation science) aged 18 and older participated in remote training on community-based participatory research. Data were collected at baseline, 2 days, and 3 months.
The pilot study demonstrated that a 3-month remote training on community-based participatory research ("Partnership Academy") was deemed feasible and acceptable by service users, peer support specialists, caregivers of people with mental health challenges, and scientists. Improvements were found in research engagement and the quality of partnership. A marked increase in distrust in the medical system was also found. Groups submitted 4 grant applications and published 1 peer-reviewed journal at a 3-month follow-up.
This pre- and postpilot study demonstrated it is possible to train groups of service users, peer support specialists, caregivers of people with mental health challenges, and scientists in community-based participatory research. These findings provide preliminary evidence that a 3-month remote training on community-based participatory research ("Partnership Academy") is feasible, acceptable, and potentially associated with improvements in research engagement as well as the quality of partnership and output, such as manuscripts and grant applications.
在过去十年中，越来越多的科学证据表明，社区参与研究能带来更具相关性的研究，提高研究结果的采纳率，并改善临床结果。尽管将社区参与方法纳入科学探究的需求日益增加，但精神病学领域的博士和硕士水平能力往往缺乏关于社区参与方法的专门培训或课程。
共有13名18岁及以上的服务使用者、同伴支持专家、有心理健康问题者的照顾者以及科学家（专业范围从基础科学到实施科学）参加了基于社区的参与性研究的远程培训。在基线、2天和3个月时收集数据。
共有13名18岁及以上的服务使用者、同伴支持专家、有心理健康问题者的照顾者以及科学家（专业范围从基础科学到实施科学）参加了基于社区的参与性研究的远程培训。在基线、2天和3个月时收集数据。
该试点研究表明，为期3个月的基于社区的参与性研究远程培训（“伙伴关系学院”）被服务使用者、同伴支持专家、有心理健康问题者的照顾者以及科学家认为是可行且可接受的。在研究参与度和伙伴关系质量方面有改善。还发现对医疗系统的不信任显著增加。在3个月的随访中，各小组提交了4份资助申请并发表了1篇同行评审期刊文章。
这项试点前和试点后研究表明，有可能对服务使用者、同伴支持专家、有心理健康问题者的照顾者以及科学家群体进行基于社区的参与性研究培训。这些发现提供了初步证据，即为期3个月的基于社区的参与性研究远程培训（“伙伴关系学院”）是可行的、可接受的，并且可能与研究参与度以及伙伴关系和产出（如手稿和资助申请）质量的改善相关。
