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Community-Engaged Research: Common Themes and Needs Identified by Investigators and Research Teams at an Emerging Academic Learning Health System

Megan B. Irby, Keena R. Moore, Lilli Mann-Jackson, DeWanna Hamlin, Isaiah Randall, Phillip Summers, Joseph A. Skelton, Stephanie S. Daniel and Scott D. Rhodes
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Megan B. Irby: Maya Angelou Center for Health Equity, Wake Forest School of Medicine, Winston-Salem, NC 27157, USA
Keena R. Moore: Program in Community-Engaged Research, Wake Forest School of Medicine, Winston-Salem, NC 27157, USA
Lilli Mann-Jackson: Department of Social Sciences and Health Policy and Program in Community-Engaged Research, Wake Forest School of Medicine, Winston-Salem, NC 27157, USA
DeWanna Hamlin: Formerly of the Program in Community-Engaged Research, Wake Forest School of Medicine, Winston-Salem, NC 27157, USA
Isaiah Randall: Program in Community-Engaged Research, Wake Forest School of Medicine, Winston-Salem, NC 27157, USA
Phillip Summers: Department of Radiology, Wake Forest School of Medicine, Winston-Salem, NC 27157, USA
Joseph A. Skelton: Department of Pediatrics and Program in Community-Engaged Research, Wake Forest School of Medicine, Winston-Salem, NC 27157, USA
Stephanie S. Daniel: Department of Family and Community Medicine and Program in Community-Engaged Research, Wake Forest School of Medicine, Winston-Salem, NC 27157, USA
Scott D. Rhodes: Department of Social Sciences and Health Policy and Program in Community-Engaged Research, Wake Forest School of Medicine, Winston-Salem, NC 27157, USA

IJERPH, 2021, vol. 18, issue 8, 1-14

Abstract: Community-engaged research (CEnR) has emerged within public health and medicine as an approach to research designed to increase health equity, reduce health disparities, and improve community and population health. We sought to understand how CEnR has been conducted and to identify needs to support CEnR within an emerging academic learning health system (aLHS). We conducted individual semi-structured interviews with investigators experienced in CEnR at an emerging aLHS in the southeastern United States. Eighteen investigators (16 faculty and 2 research associates) were identified, provided consent, and completed interviews. Half of participants were women; 61% were full professors of varied academic backgrounds and departments. Interviews were audio-recorded, transcribed, coded, and analyzed using constant comparison, an approach to grounded theory. Twenty themes emerged that were categorized into six domains: Conceptualization and Purpose, Value and Investment, Community-Academic Partnerships, Sustainability, Facilitators, and Challenges. Results also identified eight emerging needs necessary to enhance CEnR within aLHSs. The results provide insights into how CEnR approaches can be harnessed within aLHSs to build and nurture community-academic partnerships, inform research and institutional priorities, and improve community and population health. Findings can be used to guide the incorporation of CEnR within aLHSs.

Keywords: community-engaged research; health disparities; academic learning health system; qualitative methods (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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