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A blended learning curriculum for training peer researchers to conduct community-based participatory research

Author

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  • Andrew D. Eaton
  • Francisco Ibáñez-Carrasco
  • Shelley L. Craig
  • Soo Chan Carusone
  • Michael Montess
  • Gordon A. Wells
  • Galo F. Ginocchio

Abstract

Peer researchers (PRs) are research team members who share traits (e.g. gender, age, sexual orientation, diagnosis, income, housing situation, etc.) with study participants. Participatory methods and some fields (e.g. HIV/AIDS) expect PRs to be equitably involved in a project. Moreover, in Canada, there is a current impetus to include ‘the patient’ in health research. PRs often join a project without any formal research training, yet they are frequently tasked with suggesting appropriate language, recruiting participants, conducting interviews, administering surveys, analyzing data, and presenting findings. While there is literature on PR hiring, ethical considerations of PR engagement, and PR experiences, the methods of training PRs remain underreported. A blended learning curriculum (i.e. combination of webinars, didactic in-person presentation, filmed simulation, etc.), informed by the principles of action learning and the concept of reciprocity, has shown preliminary effectiveness in training PRs across two studies. This paper will present the curriculum, alongside exploratory evaluation results (n = 7), with details on how the curriculum changed from one study to the next and how reciprocity between academic and peer researchers led to stronger collaborations.

Suggested Citation

  • Andrew D. Eaton & Francisco Ibáñez-Carrasco & Shelley L. Craig & Soo Chan Carusone & Michael Montess & Gordon A. Wells & Galo F. Ginocchio, 2018. "A blended learning curriculum for training peer researchers to conduct community-based participatory research," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 15(2), pages 139-150, May.
    • Handle: RePEc:taf:alresp:v:15:y:2018:i:2:p:139-150
    DOI: 10.1080/14767333.2018.1462143
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    References listed on IDEAS

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    1. Kate Thornton & Pak Yoong, 2011. "The role of the blended action learning facilitator: an enabler of learning and a trusted inquisitor," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 8(2), pages 129-146, March.
    2. H. Skipton Leonard & Michael J. Marquardt, 2010. "The evidence for the effectiveness of action learning," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 7(2), pages 121-136, April.
    3. Michael Marquardt & Deborah Waddill, 2004. "The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 1(2), pages 185-202, September.
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    Cited by:

    1. Mohsin Raza & Rimsha Khalid & Larisa Ivascu & Jati Kasuma, 2023. "Education Beats at the Heart of the Sustainability in Thailand: The Role of Institutional Awareness, Image, Experience, and Student Volunteer Behavior," Sustainability, MDPI, vol. 15(2), pages 1-16, January.
    2. Marj Plumb & Senaida Fernandez Poole & Heather Sarantis & Susan Braun & Janna Cordeiro & Juliana Van Olphen & Marion Kavanaugh-Lynch, 2019. "Development and Evaluation of a Training Program for Community-Based Participatory Research in Breast Cancer," IJERPH, MDPI, vol. 16(22), pages 1-16, November.

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