Books Provided by PEER Program

Page | 1

Books provided by PEER Program:

“Effective Grant Writing and Program Evaluation for Human Service Professionals”

“Getting to Yes: Negotiating Agreement without Giving In”

“Community-Based Participatory Research for Health”

“The Immortal Life of Henrietta Lacks”

MODULE 1 --Developing Community Academic Partnerships and Understanding Cultures–

Sept.11 Retreat at the Mandel Center

This module will introduce you to the partnership approach to research, including Community-Based Participatory Research (CBPR). We will also explore the range of projects that can be conducted through community-academic collaborative research and evaluation. As a group we will share perspectives and experiences with collaborative research and plan for success in the PEER collaborations. This presentation will also focus on identifying the “worlds” of faculty/academics and of community organizations and then identifying the common ground (picture Venn diagram). Also, fiscal tensions in both academics and community organizations are to be discussed. Teach skills around communication and negotiation with faculty and community partner. (60 Minutes)

Understanding Cultures is designed to help you break down barriers between academics/faculty and community organization’s perceptions of one another and to find common ground. You will develop skills on how to work in that common ground so that your partnerships are successful. A real life example of a community-academic partner’s problem and how they worked through/solved the problem will be provided. This example will not only show you how a situation can be resolved, but also give you a chance to use your newly learned skills to solve the problem in your own way.

Objectives:

Become familiar with different types of research that can be conducted through community academic partnerships.
Faculty to understand the world view of community members.
Community Members understand the world view of Faculty.
Identify common ground between community members’ world and faculty’s world.
Develop communication and negotiation skills to facilitate a partnership.

Module 1 Additional Resources:

You should familiarize yourself with: “Getting to Yes: Negotiating Agreement without Giving In”by Fisher & Ury. This book can help you in negotiating with academicians about research matters.

Evaluating Partnerships to Prevent and Manage Chronic Disease:

Tufts CTSI Self-Assessment Tool: (This tool is designed to guide you and your potential research partner(s) through some of the questions you may want to think about regarding community-academic collaborative research partnerships.)

Community-Institutional Partnerships: Understanding Trust among PRC Partners.

Community Involvement in Partnerships with Educational Institutions, Medical Centers, and Utility Companies,

MODULE 2 –Introduction to Research and Evaluation– SEPT. 23, 2015

This module is designed to introduce you to research and evaluation, their differences and similarities, and how they relate to particular paradigms, theories, and worldviews. Developing a foundation of knowledge about research and evaluation will be important as you begin to actively participate in the research process as a liaison and advocate for your organization.

Objectives:

Become familiar with ways of knowing in social research.
Understand the purposes of research and evaluation and how their purposes differ.
Understand the importance of research and evaluation in community organizations and how to choose a particular approach based on the intended purposes of the project.

Homework for Module 2:

Read and take the CITI Course test: Follow the instructions here for Group 2 (Social and Behavioral) :

Read blog post:

Chapter 2 and 12 in Community Based Participatory Research for Health: from Process to Outcomes (Minkler M, Wallerstein N.)

Chapter 1 in Research Methods for Community Change—a project-based approach. (Stoeker, R). On the PEER website under Fellow Resources.

Additional Resources

Designing Clinical Research, 3rd Edition. S.B. Hulley, S.R. Cummings, W. S. Browner, D.G. Grady, and T.B. Newman. Lippincott Williams & Wilkins: Philadelphia, PA, 2007.

CDC workbook, “Developing an Effective Evaluation Plan,” pages 1-43.

MODULE 3 – Evidence-Based Practice– OCT. 7, 2015

Evidence-based practice is a common term used in a variety of research and community organization settings. It is important to understand what is meant by evidence-based in order to select, implement, and participate in research/evaluation of programs in your organizations.

Objectives:

Understand what “evidence-based” means
Become familiar with evidence-based programs and how to locate them
Understand why evidence-based practices are important in public and community health
Identify the benefits of using evidence-based tools in your organization.
Become familiar with strategies for selecting an appropriate evidence-based practice for your own project.

Homework for Module 3:

Browse the evidence-based resources for public health practice at:

Additional Resources

Jackson, Catherine A., Kathryn Pitkin, and Raynard Kington. Evidence-Based Decision-making for Community Health Programs. RAND, 1998.

Tutorial at: National Registry of Evidence-Based Programs and Practices (NREPP). “Non-Researcher’s Guide to Evidence-Based Program Evaluation”

Hills, Marcia and Jennifer Mullett. Community-Based Research: Creating Evidence-Based Practice for Health and Social Change. Paper Presented at the Qualitative Evidence-Based Practice Conference, Coventry University, and May 15-17, 2000. Accessed April 30, 2004.

MODULE 4 – Identifying & Developing Research and Evaluation Questions– OCT. 21, 2015

In this module, we will learn how to identify a research topic that is relevant to your organization, how to focus the problem, and how to formulate research questions.

Objectives:

Learn to identify problems within organizations as topics for investigation.
Learn to define and focus problems (or aspects of problems) for study and articulate as a research problem statement.
Learn to develop well-formed research questions.
Learn the purpose of a research hypothesis, and the differences between research question and hypotheses.
Formulate draft research questions.
Better understand research/evaluation initiated in a community organization setting vs academic setting

Homework for Module 4:

Read Chapter 2, “Identifying a Research Problem and Question and Searching Relevant Literature” on the PEER website.

“Asking Good Research Questions” video, Part 1:

“Asking Good Research Questions” video, Part 2:

Additional Resources

Boudah D. 2011. “Conducting Research: a Guide to Completing a Major Research Project.” Thousand Oaks, CA: Sage.

Portney LG, Watkins MP. 2000. “Foundations of Clinical Research”, 2nd Ed. Upper Saddle River, NJ: Prentice Hall.

MODULE 5 – CONDUCTING A LITERATURE REVIEW AND USING LIBRARY RESOURCES – NOV. 4, 2015

This module will give you an overview of what a literature review is, why it is beneficial to your research, and how you can go about conducting a literature review. This module will provide you with a set of tools and resources enabling you to conduct your own literature review. Workshop: Literature searching strategies, searching databases, constructing searches. Mike McGraw from the Health Sciences Library at CWRU will give a presentation demonstrating how to use the database (location: Robbins Building, School of Medicine).

Objectives:

Understand why literature reviews are beneficial in defining and further refining your research question.

Understand the format and purpose of abstracts.

Become familiar with literature searching strategies and databases.

Learn how to search for relevant articles relevant to project topic.

Homework for Module 5:

“Get Lit: Conducting a Literature Review.” You Tube Video:

“Critically Analyzing Information Sources” Cornell University Library,

Maggio, L.A., Tannery, N.H., & Kanter, S.L. (2011). How to perform an effective database search. Academic Medicine, 86(8), 1057. (on the PEER website)

See the article on the PEER website: “Reading Research Articles quickly and efficiently”

Additional Resources:

Lavis, J. (2010). Finding and Using Research Evidence. McMaster Health Forum Video:

“Get Lit: Conducting a Literature Review.” You Tube Video:

MODULE 6 – RESEARCH DESIGN– NOV. 18, 2015

In this module, you will learn about the research and evaluation designs that will apply to your selected project. The module will include an explanation of the rationale for each design, the type of research/evaluation questions that are most appropriate for each design, feasibility issues with each design, and the strengths and weaknesses of each. We will highlight survey research and questionnaire construction.

Objectives:

Increase fellows’ knowledge of the range of research/evaluation designs used in community-based research along the continuum of descriptive, exploratory, and experimental designs.
Learn to identify commonly used research/evaluation designs.
Understand the underlying rationale for each design, and the strengths and weaknesses of each.
Learn to appropriately apply designs to research/evaluation questions.
To prepare fellows to use the same language used by academics to describe research/evaluation designs.
Learn to identify appropriate designs for his or her research/evaluation question, and learn to identify the next steps in determining the design that will be used.

Homework for Module 6:

“Types of Study Designs” handout, on the PEER website.

Video: “Types of Research Design”

Browse the website: Understanding Research Study Designs, University of Minnesota,

Based on the study design reading/video, consider research/evaluation designs that may be suited to your project and come prepared to discuss them.

Additional Resources

Cook TD, Campbell DT. 1979. Quasi-Experimentation: design & analysis issues for field settings. Boston, MA: Houghton Mifflin Company

Module 7 – QUESTION AND SURVEY DEVELOPMENT PART I– DEC. 2, 2015

In this module, you will be introduced to the basic principles of survey design.

Objectives:

Learn the 5 stages of survey design.
Understand the critical decisions that must be made at each stage.
Learn how to write survey questions.

Homework for Module 7 & 8:

1. Skim pages 285-304 on survey design and construction: (Chap. 14, Portney & Watkins, Foundations of Clinical Research, 2000, on the PEER website.)

2. Familiarize yourself with the 1-page handout of response categories frequently used in surveys. “Response Categories” handout, on the PEER website from: Czaja R., Blair J. 1996. Designing Surveys: A guide to decisions and procedures. Thousand Oaks, CA: Pine Forge Press. Exhibit 4.3: Common Response Categories, p. 70.

3. Read “Pros and Cons of Survey Methods” on the PEER website

Module 8 – QUESTION AND SURVEY DEVELOPMENT PART II– DEC. 16, 2015

In this module, you will be introduced to the basic principles of survey design.

Objectives:

Learn the 5 stages of survey design.
Understand the critical decisions that must be made at each stage.
Learn how to write survey questions.

Carefully consider if surveys are appropriate for your project. Come prepared to discuss this with the group.

January 6, 2016 -- Break

Module 9 – IRB, HIPAA, ETHICS AND CULTURAL HUMILITY- JAN. 20, 2016

This module will introduce you to the principles of ethical research, the historical context of human subject’s research, and the role of IRBs in the research process. All research projects should seek external review by a committee such as an IRB to ensure that they are protecting and respecting the dignity and rights of the people and communities involved in their research. You are well positioned to advocate for research projects and procedures that not only protect the rights of the people and communities involved, but really empower them as well.

Objectives:

Understand the historical context of human subject’s research.
Become familiar with principles of ethical research.
Understand the role of IRBs in the research process.
Understand the strengths and limitations posed by HIPAA and information technology security regulations as they pertain to community-based research.
Understand the meaning and importance of cultural humility in research.
Identify strategies for advocating on behalf of the people and communities who will be involved in research projects.

Homework for Module 9:

Read article: “Are You Practicing Cultural Humility—The Key to Success in Cultural Competence”, California Health Advocates website:

Read chapters 1-5 of “The Immortal Life of Henrietta Lacks” by Rebecca Skloot.

Additional Resources:

4-part video: NCMHD Cultural Humility presentation by Melanie Tervalon, MD, MPH. (Total time: about 40 minutes)

Part 1:

Part 2:

Part 3:

Part 4:

Under the Shadow of Tuskegee: African American and Health Care.

Community Based Research in Ethnoracial Communities—Powerpoint Presentation CBR 209, Wellesley Institute for Urban Health,

Tervalon M, Murray-Garcia J. Cultural humility vs. cultural competence: a critical distinction defining physician training outcomes in multicultural education. Journal of Healthcare for the Poor and Underserved, 1998; 9(2): 117-125.

Module 10 – INTRODUCTION TO DATA AND STATISTICS (QUANTITATIVE METHODS) – FEB. 3, 2016

This module will introduce you to the basic concepts and methods of quantitative research and evaluation. You will become familiar with common quantitative designs and how to create questions that can be answered with quantitative methods. We will also cover hypothesis testing and types of quantitative variables.

Objectives:

Understand variables, levels of measurement, and how to identify and create quantitative variables.
Become familiar with commonly used quantitative research designs and the importance of reliability and validity in quantitative research.
Learn how to write a research question that can be answered through quantitative research.
Understand the purpose of hypothesis testing and how to develop testable hypotheses.
Become familiar with statistical terminology associated with both descriptive and inferential statistics.
Identify appropriate methods for comparing group outcomes.

Homework for Module 10:

Read the Probability Primer on the PEER website under Fellow Resources, Module 10.

Read the Introduction section of Online Statistics: An Interactive Multimedia Course of Study @

Statistics: Mean, Median, and Mode video:

Statistics: Understanding why correlation does not imply causality (even though many in the press and some researchers often imply otherwise) video:

Please identify and bring in a quantitative article about your project interest area.

Additional Resources:

Reading Statistics and Research, Sixth Edition, by Schuyler Huck, 2001 (book). Website that accompanies book@

Online Statistics @ (Click to version 2 and proceed)

Module 11 – QUALITATIVE METHODS (MIXED METHODS) – FEB. 17, 2016

In this module, you will learn about qualitative inquiry and its applicability to your research and evaluation projects.

Objectives:

Understand the purpose of qualitative methods and how they can be useful in systematic inquiry.
Understand the fundamentals of how validity and reliability apply to qualitative inquiry.
Be able to compare and contrast the approaches of qualitative inquiry vs. quantitative inquiry.
Understand the 3 types of data collection activities used in qualitative inquiry, and the products of each type.

Homework for Module 11:

Read Patton, pages 9-34, “Qualitative Research and Evaluation” on the PEER website.

View 2-minute video comparing and contrasting qualitative and qualitative methods:

Additional Resources: Crabtree and Miller Ed. Doing Qualitative Research (book). 2nd Ed. 1999 Sage Publications, Thousand Oaks CA;

Patton MQ. Qualitative Evaluation and Research Methods. 2nd Ed. 1990 Sage Publications. Newbury Park. CA.

Creswell JW. Research Design: Qualitative, Quatitative and Mixed Method Approaches (book). 2nd Ed. 2003. Sage Publications. Thousand Oaks CA.

Cohen, D. J., & Crabtree, B. F. (2008). Evaluative criteria for qualitative research in health care: controversies and recommendations (journal article). Annals of Family Medicine, 6(4), 331–9. doi:10.1370/afm.818

March 2, thru May 18 – FELLOW/FACULTY MEETINGS – See benchmark requirements

PROJECT PROPOSAL WITH FACULTY PARTNER – JUNE 1, 2016

Presentations are made at the PRCHN ground floor conference room are evaluated by PRCHN faculty and staff; feedback forms are returned to fellows. Fellows will present their Research Topic, Rationale, Research Question(s), Proposed Methods of Study and Possible Outcomes.

Module 12 – PROJECT PROPOSAL REVIEWS/RESEARCH QUESTION EVALUATION, JUNE 15, 2016

In this module you (all Fellows) will review your evaluation forms from the project proposal session and review your research questions together. Assess the following based on one article relevant to your project:

Share author’s research question and methods
How does this article inform your question?
How does this article inform your approach?
Based on this article, what do you need to consider next?

Objectives:

Re-familiarize yourself with the main sections of empirical research articles and what each of the sections can tell you.
Be able to distinguish between an empirical research article or report and other types of publications.
Re-familiarize with limitations of research and how to find these limitations in publications.
Understand the importance of community voice in publications and where in the research articles community voice can be most useful and effective.

Homework for Module 12:

Re-read the article on the website under Fellow Resources, Module 5: “Reading Research Articles Quickly and Efficiently”

Read at least 2 articles that are relevant to your project and prepare to briefly and informally present them to the group next session (and request technical assistance where needed). Be prepared to discuss:

Module 13 – DATA MANAGEMENT METHODS—JULY 6, 2016

Community based organizations typically house a great deal of data, mostly administrative in nature, but often other types including satisfaction data, program outcome data, and other survey data. While some organizations have the capacity to enter and maintain these data in data management software (e.g. Excel or Access), there are also many times when the data remain on paper forms or in other formats that are not readily accessible for use. The purpose of this module is to introduce you to data management needs, methods, safety, and software. While you are not expected to be experts in data management, there is a growing need for the ability to create feasible data management plans that facilitate data use in program evaluation and research projects.

Objectives:

Become familiar with the need to manage data at every stage of a project cycle.
Identify need for data safety and its implications.
Become familiar with common data management software used in research

Homework for Module 13: