Allyson Kelley1. 1. Department of Public Health Education, University of North Carolina at Greensboro, Greensboro, North Carolina, USA.
Abstract
INTRODUCTION: Training for new and existing researchers in community-based participatory research (CBPR) approaches requires flexibility and a departure from traditional research methods courses. The literature has not fully reported how universities teach CBPR or the impact of CBPR courses on students and researchers. METHOD: In this paper, I use a reflective, inquiry-based methodology to find meaning from my experience in a doctoral level CBPR course offered by a southeastern university. RESULTS: Five recommendations, complementary to guiding CBPR principles emerge. These include: Know the inherent challenges, find meaning and purpose, seek to understand complexities, recognize the implications, and use CBPR as a means to redress power. DISCUSSION: The reflection process and recommendations may be useful for institutions, funding agencies, policy makers, and community-engaged researchers.
INTRODUCTION: Training for new and existing researchers in community-based participatory research (CBPR) approaches requires flexibility and a departure from traditional research methods courses. The literature has not fully reported how universities teach CBPR or the impact of CBPR courses on students and researchers. METHOD: In this paper, I use a reflective, inquiry-based methodology to find meaning from my experience in a doctoral level CBPR course offered by a southeastern university. RESULTS: Five recommendations, complementary to guiding CBPR principles emerge. These include: Know the inherent challenges, find meaning and purpose, seek to understand complexities, recognize the implications, and use CBPR as a means to redress power. DISCUSSION: The reflection process and recommendations may be useful for institutions, funding agencies, policy makers, and community-engaged researchers.