Interested in urban research? Check out the project reports shared by Loyola University’s Center for Urban Research and Learning.
Developing and sustaining community-based participatory research partnerships: A skill building curriculum
As interest in community-based participatory research (CBPR) grows, there is a growing need and demand for educational resources that help build the knowledge and skills needed to develop and sustain effective CBPR partnerships. This evidence based curriculum is intended as a tool for community-institutional partnerships that are using or planning to use a CBPR approach to improving health. It can be used by partnerships that are just forming as well as mature partnerships.
PhotoVoice is a participatory action research method. It’s a process that enables community members to produce photographs to document their experiences. Examples can be shared with undergrads and help stimulate discussion on particular topics. Some doctoral students might want to explore using this method in their research. For more information and links to several sample projects, check out this website from the Prairie Women’s Health Centre of Excellence in Canada.
PRISMA – PRISMA stands for Preferred Reporting Items for Systematic Reviews and Meta-Analyses. It is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses.
Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015:
elaboration and explanation.
The Power Project – This is a Canadian, evidence based, collaborative research project that addresses the health of Canadian women. Without doubt, this was a huge undertaking, but what I love about it is how it was organized. Once you are on the website, click on the upper tab “Power Report” and then download the pdf for the introduction. They describe a collaborative research model that I think should at least be discussed within Schools of Nursing, if not taught and even demonstrated to our students. I will never understand why individual faculty and yes, even students are expected to go off into their corners and create research. The truth is that most good research is done in teams, with many collaborators who contribute their particular expertise, in the quest to address a particular research question. I know that this is done to some extent in some large research 1 universities that have Schools and Colleges of Nursing. But I see no reason why this concept can’t be adapted to any other program as well. In fact, it could potentially be more cost effective and more time efficient in smaller settings where I have seen 20-30 IRB requests in a single semester from students alone! Imagine if the program chose a research question that addressed an issue within their local community. It would need to be broad enough to allow for several sections that would embrace a wide range of interests and methodologies, as in this Power Project. Check it out and let me know what you think!
Gapminder World – I caught this on CNN the other day and loved it! It’s produced by a non-profit out of Stockholm. Statistics covering a range of global development concerns, and particularly those related to health, are presented using very engaging flash statistical presentations. These could be easily presented to students both on campus and online. Definitely a step up from the often terribly boring graphs too often the norm for presenting these kinds of data.
Center for Community Based Participatory Research (CBPR) – at the University of New Mexico, has an interactive CBPR conceptual model. If you are teaching or personally using this methodology you will find this very interesting.
This is an AWESOME interactive online program for students in introductory statistics! Created by Tufts University, it guides the student through important statistical concepts by simultaneously applying these concepts to a chosen research scenario. A great tool to use with any research course. Highly recommended!
CDC Health-Related Quality of Life Biostatistics Curricular Materials
There are lesson plans, power points and handouts in this wonderful resource from the CDC! Definitely for graduate level. The student is asked to download and analyze one of three BRFSS metropolitan statistical area data files, made available in EXCEL format. They learn how to import data files, examine distribution of key variables, collapse and recode variables, and perform and interpret basic statistical tests (t-test and ANOVA). There are also suggestions for in class discussion. If you are teaching research, you definitely want to check this out!