“Collaboration Toward One Collective Goal”: A Mixed-Methods Study of Short-Term Learning Outcomes and Long-Term Impacts Among Students Participating in an Undergraduate Community-Based Participatory Research (CBPR) Course

Abstract

Background: Research shows positive learning outcomes for students participating in service learning. However, the impacts of undergraduate student participation in Community-Based Participatory Research (CBPR) courses are minimally studied.Methods: We used a triangulation mixed-methods design approach to analyze short- and long-term (1–5 years post-course) data collected from 59 undergraduate students across 5 cohorts of a CBPR course (2014–19). Thematic analysis was used to analyze the qualitative data and descriptive statistics and frequencies were generated to analyze the quantitative data.Results: We developed five key themes based on short-term qualitative data: integration of CBPR and traditional research skills; importance of community engagement in research; identity; accountability; and collaboration. Themes from qualitative course evaluations aligned with these findings. Long-term qualitative data revealed that former students gained research knowledge, research skills, and professional skills and then applied these in other settings. This aligns with quantitative findings, where >79% of respondents reported that course participation “extensively” improved their research skills. Post-course, students still reflected on the importance of community engagement in research and reported a substantially enhanced likelihood of civic engagement.Discussion/Conclusions: Students gained critical knowledge and skills that positively impact their ability to engage in community-based work well after the end of course participation. Some students reported considering research-oriented careers and graduate programs for the first time after course participation. Collaborative learning experiences with community partners and members encouraged students to reflect on research designs that center community voices. We stress here that community partnerships require extensive cultivation, but they can create opportunities to translate findings directly back to communities and provide numerous benefits to undergraduate students. We hope that our findings provide the information needed to consider pilot testing practice-based CBPR courses in a variety of public health training contexts.

Action learning and public health pedagogy: Student reflections from an experiential public health course

“…Innovations in public health pedagogy have highlighted the value of learning experiences where students are challenged to apply their public health skills in less controlled and more ‘real world’ environments ( 22 ). Applied practice experiences can allow students to master concrete research skills that are crucial in developing a well-trained public health workforce ( 23 , 24 ). In 2011–2012, a survey launched by the New York City Health Department examined the most common skill weaknesses among MPH graduates working in local health departments.…”

“…These included quantitative data analysis, scientific writing, and project management ( 25 ). Like other applied practice courses described in the literature, CBPHR gave students the opportunity to practice synthesizing and applying evidence-based knowledge to real world problems ( 24 , 26–29 ). Many students reported honing skills that they had not previously developed such as submitting Institutional Review Board (IRB) applications, extracting and cleaning data from electronic medical records, and preparing research posters.…”

“…Several students in this study reflected on how their experiences within the course exposed them to the realities of practicing public health at a community level. Previous studies have suggested that active learning via community partnerships can encourage students to foster a sense of civic responsibility ( 24 ). Many students who did not plan on pursuing careers in community health reported feeling inspired to incorporate principles for community-engaged research into their future work ( 37 ).…”

Community involvement in addressing the antibiotic crisis

“…They also represent a way of providing students with authentic research experiences at intuitions that may not have traditional research opportunities or funding for such activities ( 19 , 28 ). While there are many positive outcomes for students and institutions involved in these CUREs, the authors believe there is also an opportunity to involve the community in such activities ( 34 , 35 ).…”