文章基本信息

标题：The Adaptation and Implementation of a Community-Based Participatory Research Curriculum to Build Tribal Research Capacity
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作者：Valarie Blue Bird Jernigan ; Tvli Jacob ; the Tribal Community Research Team 等
期刊名称：American journal of public health
印刷版ISSN：0090-0036
出版年度：2015
卷号：105
期号：Suppl 3
页码：S424-S432
DOI：10.2105/AJPH.2015.302674
语种：English
出版社：American Public Health Association
摘要：We studied community-based participatory research in American Indian/Alaska Native communities. We have presented a case study describing a community–clinic–academic partnership with the goal of building tribal capacity and infrastructure to conduct health disparities research. The 2-year intensive training was guided by the framework of an evidence- and community-based participatory research curriculum, adapted and implemented with practice-based data collection activities and seminars to address issues specific to community-based participatory research with sovereign tribal nations. The initiative highlighted important challenges and opportunities in transdisciplinary partnerships; identified gaps in conducting health disparities research at the tribal, clinical, and university levels; and led to important policy change initiatives in all the partner settings. Community-based participatory research (CBPR), defined as “systematic inquiry with the participation of those affected by an issue to education and action for social change,” 1 ^(p4) can be a powerful tool for addressing American Indian and Alaska Native (AI/AN) health disparities. 2–5 CBPR is congruent with the research protocols set forth by many tribal nations, 6–8 and tribes are increasingly applying Indigenous values, practices, and knowledge 9 as part of CBPR partnerships to address obesity and diabetes, 2,4 environmental health, 10 breast cancer screening, 11 suicide prevention, 12–14 and other health issues. However, significant disparities exist in the level of CBPR training and resources available between tribes and their academic partners. 15 Indeed, tribes report a lack of knowledge, skills, resources, and leadership within their communities to engage in, support, and sustain CBPR processes and products. 6,16,17 As a result, many CBPR efforts dissolve when external funding ends. Several CBPR training curricula have been developed 18,19 ; however, few or none address important aspects of conducting research with sovereign tribal nations. 20 For example, although each of the more than 550 federally recognized tribal nations has its own governing structure and laws, many tribes maintain their own community research review boards 21,22 or federally certified institutional review boards (IRBs) 23 developed in response to abuses against tribes in the name of scientific research. 24–26 These boards weigh the risks and benefits of proposed research on tribal lands and with tribal community members in the context of tribal culture and community. These boards may require tribal ownership of all data collected and often mandate tribal review and approval of all publications, thus making research with tribal citizens different from research with any other racial or ethnic group. The Community–Campus Partnerships for Health (CCPH) at the University of Washington offers an evidence-based 27 CBPR curriculum—the Developing and Sustaining Community-Based Participatory Research Partnerships: A Skill-Building Curriculum (hereafter referred to as the CCPH curriculum)—that is designed for academic and community partners alike and is available at no cost via the CCPH Web site. We adapted and implemented the CCPH curriculum as part of an intensive 2-year training partnership from 2010 to 2013, with the goal of developing capacity and infrastructure to conduct research in 3 tribal communities and 2 tribal clinics in Northern California.