A Blended Learning Curriculum for Training Peer Researchers to Conduct Community-Based Participatory Research

Autor/inn/en	Eaton, Andrew D.; Ibáñez-Carrasco, Francisco; Craig, Shelley L.; Chan Carusone, Soo; Montess, Michael; Wells, Gordon A.; Ginocchio, Galo F.
Titel	A Blended Learning Curriculum for Training Peer Researchers to Conduct Community-Based Participatory Research
Quelle	In: Action Learning: Research and Practice, 15 (2018) 2, S.139-150 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eaton, Andrew D.) ORCID (Ibáñez-Carrasco, Francisco) ORCID (Craig, Shelley L.) ORCID (Chan Carusone, Soo) ORCID (Ginocchio, Galo F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2018.1462143
Schlagwörter	Blended Learning; Researchers; Peer Relationship; Training; Community Involvement; Participatory Research; Acquired Immunodeficiency Syndrome (AIDS); Foreign Countries; Capacity Building; Curriculum Development; Program Evaluation; Experiential Learning; Canada + Suchen Sie Ihr Suchwort? Researcher; Forscher; Peer-Beziehungen; Ausbildung; Forschungstätigkeit; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Programme evaluation; Programmevaluation; Experiental learning; Erfahrungsorientiertes Lernen; Kanada
Abstract	Peer researchers (PRs) are research team members who share traits (e.g. gender, age, sexual orientation, diagnosis, income, housing situation, etc.) with study participants. Participatory methods and some fields (e.g. HIV/AIDS) expect PRs to be equitably involved in a project. Moreover, in Canada, there is a current impetus to include 'the patient' in health research. PRs often join a project without any formal research training, yet they are frequently tasked with suggesting appropriate language, recruiting participants, conducting interviews, administering surveys, analyzing data, and presenting findings. While there is literature on PR hiring, ethical considerations of PR engagement, and PR experiences, the methods of training PRs remain underreported. A blended learning curriculum (i.e. combination of webinars, didactic in-person presentation, filmed simulation, etc.), informed by the principles of action learning and the concept of reciprocity, has shown preliminary effectiveness in training PRs across two studies. This paper will present the curriculum, alongside exploratory evaluation results (n = 7), with details on how the curriculum changed from one study to the next and how reciprocity between academic and peer researchers led to stronger collaborations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01