The CCGHR Principles for Global Health Research: Centering equity in research, knowledge translation, and practice

Plamondon, Katrina; Bisung, Elijah

doi:10.1016/j.socscimed.2019.112530

Cited by 51 publications

(67 citation statements)

References 58 publications

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“…Student interest in global health has grown over the last two decades, yet, despite the acknowledgement of the importance of ethical conduct [ 3 , 13 ] respectful partnerships [ 9 , 14 ], and the increasing appreciation that attitudes of health professionals undertaking research in LMICs is a better predictor of success than the professional’s knowledge or skill set [ 15 ], few courses are available that focus on principles for promoting equity in global health research. As such, courses such as this one merit attention to reorient global health education to focus not only on knowledge and technical skills but also on attitudes of aspiring global health professionals.…”

Section: Discussionmentioning

confidence: 99%

“…Some universities have begun to define competencies in global health education, often, however, without considering the needs and priorities of LMICs [ 8 ]. In response to such concerns, the Canadian Coalition for Global Health Research (CCGHR), a non-profit organization composed of practitioners, researchers and global health students, developed a set of research principles through a multiphase research process with extensive consultation in Canada and with global partners [ 9 ]. The principles, serving as an ethical paradigm, consist of six interrelated principles for equity centered research and practice: Authentic partnering , Inclusion, Shared benefits , Commitment to the future , Responsiveness to causes of inequities , and Humility [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

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Applying equity-centered principles in an interprofessional global health course: a mixed methods study

et al. 2020

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Background Medical students, practitioners and other health professionals are commonly unprepared to address the many complex issues that emerge while conducting research in the Global South. As a response to identified deficiencies in global health education, a hybrid online/face-to-face multi-institutional credit course was developed based on the equity-centered principles advanced by the Canadian Coalition for Global Health Research (CCGHR), namely Authentic partnering , Inclusion, Shared benefits , Commitment to the future , Responsiveness to causes of inequities , and Humility . This study aimed to analyze the extent to which the course was effective in fortifying attitudes consistent with the CCGHR principles; identify successes and challenges; and assess how a course such as this can fill an identified gap. Methods This interprofessional course was offered to 25 graduate and postgraduate students in various health professions and public health. Faculty were drawn from medicine, public health, nursing and social sciences from four universities in Western Canada. A pre-post retrospective survey, key informant interviews and participant observation were used to gather data for this study. Results Findings showed that student attitudes regarding global health research and practice significantly evolved towards views consistent with the principles articulated. The multiple instructors and hybrid course format created both opportunities and challenges; the interprofessional nature of the cohort was considered a strong asset, as was the fact that many students came from the Global South. Some students suggested that the course could be further strengthened by concretely partnering with institutions in the Global South rather than offered solely to learners registered in universities in the Global North. Conclusions While weaknesses were identified, results support the conclusion that a course focused on the CCGHR principles could be useful in preparing the next generation of global health researchers and practitioners to mitigate historical limitations in this field. Longitudinal follow-up is warranted to provide more definitive conclusions.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Applying equity-centered principles in an interprofessional global health course: a mixed methods study

et al. 2020

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“…Student interest in global health has grown over the last two decades, yet, despite the acknowledgement of the importance of ethical conduct (3, 13) respectful partnerships (9,14), and the increasing appreciation that attitudes of health professionals undertaking research in LMICs is a better predictor of success than the professional's knowledge or skill set (15) This course was developed to address a perceived gap in global health education by providing postgraduate medical students and other health professionals with an ethical framework to undertake equitable global health research. Students and instructors recounted this course as unique due to its focus on attitudes, values and practices of research rather than content learning, which is seen as a limitation of current global health education (8).…”

Section: Discussionmentioning

confidence: 99%

Applying equity-centered principles in an interprofessional global health course: A mixed methods study

Stallwood

Adu

Tairyan

et al. 2020

Preprint

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Background Medical students, practitioners and other health professionals are commonly unprepared to address the many complex issues that emerge while conducting research in the Global South. As a response to identified deficiencies in global health education, a hybrid online/face-to-face multi-institutional credit course was developed based on the principles advanced by the Canadian Coalition for Global Health Research (CCGHR), namely Authentic partnering, Inclusion, Shared benefits, Commitment to the future, Responsiveness to causes of inequities, and Humility. This study aimed to analyze the extent to which the course was effective in fortifying attitudes consistent with the CCGHR principles; identify successes and challenges; and assess how a course such as this can fill an identified gap. Methods This interprofessional course was offered to 25 graduate and postgraduate students in various health professions and public health. Faculty were drawn from medicine, public health, nursing and social sciences from four universities in Western Canada. A pre-post retrospective survey, key informant interviews and participant observation were used to gather data for this study. Results Findings showed that student attitudes regarding global health research and practice significantly evolved towards views consistent with the principles articulated. The multiple instructors and hybrid course format created both opportunities and challenges; the interprofessional nature of the cohort was considered a strong asset, as was the fact that many students came from the Global South. Some students suggested that the course could be further strengthened by concretely partnering with institutions in the Global South rather than offered solely to learners registered in universities in the Global North. Conclusions While weaknesses were identified, results support the conclusion that a course focused on the CCGHR principles could be useful in preparing the next generation of global health researchers and practitioners to mitigate historical limitations in this field. Longitudinal follow-up is warranted to provide more definitive conclusions.

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“…However, our rapid review combining searches from Google Scholar, Google (to identify grey literature) and the databases of MEDLINE and PubMed did not nd an explicit de nition of health equity mainstreaming nor did we identify any initiatives that sought to embed a health equity focus across a research organisations. These ndings are con rmed by a forthcoming review of English-language papers/resources aiming to strengthen the equity focus in health research, which has found that with notable exceptions (Eslava-Schmalbach et al, 2019;Plamondon and Bisung, 2019) published evidence on the processes and effectiveness of attempts to integrate a health equity focus across research organisations are lacking (Halliday et al, personal communication). Finally, our de nition of health equity mainstreaming draws heavily on ENPT and gender mainstreaming literature and understands mainstreaming as a strategy to in uence the implementation, integration and institutionalisation of ways of thinking and acting to tackle the root…”

Section: Conceptualising Mainstreamingmentioning

confidence: 94%

From Fringe to Centre-Stage: experiences of mainstreaming health equity in a health research collaboration

Porroche-Escudero

Popay

Ward

et al. 2020

Preprint

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Background: Action to address the structural determinants of health inequalities is prioritised in high level initiatives such as the UN Sustainable Development Goals and many national health strategies. Yet, the focus of much local policy and practice is on behaviour change. Research shows that whilst lifestyle approaches can improve population health, at best they fail to reduce health inequalities because they fail to address upstream structural determinants of behaviour and health outcomes. In health research most efforts have been directed at three streams of work: understanding causal pathways; evaluating the equity impact of national policy; and developing and evaluating lifestyle/behavioural approaches to health improvement. As a result, there is a dearth of research on effective interventions to reduce health inequalities that can be developed and implemented at a local level. Objective: To describe an initiative that aimed to mainstream a focus on health equity in a large scale research collaboration in the UK and to assess the impact on organisational culture, research processes and individual research practice. Methods: The study used multiple qualitative methods including semi-structured interviews, focus groups and workshops (n=131 respondents including Public Advisers, university, NHS and local and document review.. Results: Utilising Extended Normalisation Process Theory (ENPT) and Gender Mainstreaming theory the evaluation illuminated: (i) the processes developed by CLAHRC NWC to integrate ways of thinking and acting to tackle the upstream social determinants of health inequities (i.e. to mainstream a health equity focus) and, (ii) the factors that promoted or frustrated these efforts. Conclusions: Findings highlight the role of contextual factors and processes aimed at developing and implementing a robust strategy for mainstreaming health equity as building blocks for transformative change in applied health research.

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The CCGHR Principles for Global Health Research: Centering equity in research, knowledge translation, and practice

Cited by 51 publications

References 58 publications

Applying equity-centered principles in an interprofessional global health course: a mixed methods study

Applying equity-centered principles in an interprofessional global health course: a mixed methods study

Applying equity-centered principles in an interprofessional global health course: A mixed methods study

From Fringe to Centre-Stage: experiences of mainstreaming health equity in a health research collaboration

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