A culturally tailored research ethics training curriculum for American Indian and Alaska Native communities: a randomized comparison trial

Pearson, Cynthia; Parker, Myra; Zhou, Chuan; Donald, Caitlin; Fisher, Celia B.

doi:10.1080/09581596.2018.1434482

Cited by 17 publications

(14 citation statements)

References 36 publications

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“…The nationally representative test of the AI/AN human subject training curriculum demonstrated that the content provides important supports for AI/AN research capacity (Pearson, Parker, Zhou, Donald, & Fisher, ). This study served to elucidate Indigenous ethics values and principles that served as the basis for the AI/AN human subject training curriculum.…”

Section: Resultsmentioning

confidence: 99%

Beyond the Belmont Principles: A Community‐Based Approach to Developing an Indigenous Ethics Model and Curriculum for Training Health Researchers Working with American Indian and Alaska Native Communities

Parker

Pearson

Donald

et al. 2019

American J of Comm Psychol

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Section: Resultsmentioning

confidence: 99%

Beyond the Belmont Principles: A Community‐Based Approach to Developing an Indigenous Ethics Model and Curriculum for Training Health Researchers Working with American Indian and Alaska Native Communities

Parker

Pearson

Donald

et al. 2019

American J of Comm Psychol

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“…Continuing this thought, Pearson et al (2019) demonstrate the importance of better-informed and more thoughtfully constructed strategies when engaging with or including Native American and Alaska Natives in research. Pearson and colleagues underscore the importance of CBPR and CEnR but remind us, as well, that a deep commitment to ethical engagements with diverse populations cannot rely solely on institutionally sanctioned safeguards, such as institutional and ethical review board (IRB/ERB) approvals, or the widely used Collaborative Institutional Training Initiative (CITI).…”

mentioning

confidence: 89%

“…retrain public health researchers. Extending this work, Pearson, Parker, Zhou, Donald, and Fisher (2019) and Calzo, Katz-Wise, Charlton, Gordon, and Krieger (2019) each offer next steps for addressing gaps through concrete curricular and programmatic innovations. These diagnostic and programmatic foci are both essential to the development of a conceptually radical response that results in actual changes to public health pedagogy.…”

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confidence: 96%

Challenges in public health pedagogy

Skinner

2018

Critical Public Health

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Challenges in public health pedagogy Critical Public Health (CPH) readers hardly need to be reminded that the education of the global public health workforce isor should beculturally located and circumscribed. Nor need I explain the importance of the now-enduring coinage, 'social determinants', or share infographics explaining that most health outcomes stem from social and environmental causes. Readers know that direct medical care drives only a slice-10% is the widely cited figure from the US Centers for Disease Controlof health outcomes (Artiga & Hinton, 2018). Readers also do not need me to tell them that we must guard against some of our most important conceptsdiversity, wellness, equitybeing reduced to buzzwords that lose their critical edge and radicality. Indeed, one of this journal's most important contributions to public health discourse is keeping the edge of such concepts fresh and the discourse meaningful. These conceptual engagements become especially important when considering the nature of public health education. As CPH's Associate Editor for the Americas, and an educator at an American medical school, I can report that a division persists in which the US medical and public health schools are too often bifurcated, the result being the continual recreation of the same medical-public health divide that public health scholars have for decades sought to bridge (Fineberg, 2011). Canadian programs struggle with a similar problem, though to less of a degree than the US does (Tyler et al., 2009). Latin American health care training, in contrast, more fully integrates public health and clinical training in a way that honors that region's long-standing commitment to 'social medicine' (Waitzkin, Iriart, Estrada, & Lamadrid, 2001). Physicians in Cuba, as just one example, see themselves as essential parts of a public health systeman identity that is the exception in the US where being a physician is seen mostly as an isolated profession. This dynamic is reflected in other ways. Advocacy within the profession, led by national organizations such as the American Medical Association, tends to concern matters of physician autonomy and reimbursement instead of larger, systemic changes intended to improve the lives of patients and populations. This professional identity shapes not only how physicians contextualize their clinical practice, and think about what they do, but risks stunting physicians' curiosity about root causes, willingness to expand their social horizons, and to venture beyond traditional clinical spaces to try to improve health outcomes. Socialization into an identity that often brackets public health begins in medical school, if not long before. In all cases, throughout North America, health systems remain in flux. Medical education is becoming slowly more open to public health (Maeshiro et al., 2010) while public health is in the process, as it always is, of rethinking its theoretical foundations (Dew, 2014). These are only two reasons why the articles in this section are so important. CPH scholar...

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“…Without going into the ancient debate over whether ethics is universal, there is little doubt that there are significant differences in perceptions of what constitutes ethical research in various cultures and academic and research disciplines (Richardson & McMullan, 2007). This is especially apparent in various research contexts that diverge from traditional lab-based medical research; for example, when dealing with research conducted with Indigenous communities (e.g., Pearson et al, 2019) or participatory research (e.g., Bradley & MacFarlane, 2018;Eisenberg, 2018;Petrova et al, 2016). In participatory research, participants are emphasized as part of the research team, design, conduct, and dissemination.…”

Section: Recommendationsmentioning

confidence: 99%

Ethics Review Boards for Research With Human Participants: Past, Present, and Future

et al. 2020

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The debate around ethics review boards (IRBs) has assumed an increasingly central place in academic practice and discourse. In this article, we summarize a unique workshop (study-group) that convened at the University of Haifa, attended by 27 academics from around the globe, representing nine countries in four continents. The participants presented data and points of view, which served as the basis for an open, interdisciplinary discussion. The group developed a set of recommendations, including working toward a transition from a review system to an advisory and validation system; focusing on respectful research approach to participants, rather than “ethical” research; building a procedure that focuses on feedback, rather than the process itself; recognizing that a unified examination need not necessarily be standardized; and constructing a feedback procedure in which researchers can respond to the review of their research.

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A culturally tailored research ethics training curriculum for American Indian and Alaska Native communities: a randomized comparison trial

Cited by 17 publications

References 36 publications

Beyond the Belmont Principles: A Community‐Based Approach to Developing an Indigenous Ethics Model and Curriculum for Training Health Researchers Working with American Indian and Alaska Native Communities

Beyond the Belmont Principles: A Community‐Based Approach to Developing an Indigenous Ethics Model and Curriculum for Training Health Researchers Working with American Indian and Alaska Native Communities

Challenges in public health pedagogy

Ethics Review Boards for Research With Human Participants: Past, Present, and Future

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