Faculty Participation in and Needs around Community Engagement within a Large Multiinstitutional Clinical and Translational Science Awardee

Community engagement is recommended to ensure the public health impact of NIH‐funded science. To understand the prevalence of community‐engaged research and faculty interest in and needs around this, from 2012 to 2013, an online survey (n = 3,022) was sent to UCLA Clinical and Translational Science...

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Bibliographic Details
Published in:Clinical and translational science 2015-10, Vol.8 (5), p.506-512
Main Authors: Chung, Bowen, Norris, Keith, Mangione, Carol, del Pino, Homero E., Jones, Loretta, Castro, Daniel, Wang, Christina, Bell, Douglas, Vangala, Sitaram, Kahn, Katherine, Brown, Arleen F.
Format: Article
Language:English
Subjects:
academic health researchers
Academies and Institutes - economics
Adolescent
Adult
Aged
Attitude of Health Personnel - ethnology
Awards and Prizes
Clinical Trials as Topic - economics
Clinical Trials as Topic - methods
Communication
community engagement
Community-Based Participatory Research
Community-Institutional Relations
Continental Population Groups
CTSA
Educational Status
faculty development
Faculty, Dental
Faculty, Medical
Female
Humans
Logistic Models
Male
Middle Aged
Odds Ratio
Original s
Patient Selection
Public Opinion
Research Design
Research Personnel - psychology
Research Subjects
Research Support as Topic - economics
School faculty
Sex Factors
Surveys and Questionnaires
training
Translational Medical Research - economics
Translational Medical Research - methods
translational research
Young Adult
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Summary:Community engagement is recommended to ensure the public health impact of NIH‐funded science. To understand the prevalence of community‐engaged research and faculty interest in and needs around this, from 2012 to 2013, an online survey (n = 3,022) was sent to UCLA Clinical and Translational Science Institute faculty. Among respondents, 45% reported community‐engaged project participation in the last year and 64% an interest in learning about community‐engaged research. Over 50% indicated career development and pilot grants would increase participation in community‐engaged research. A greater percentage of pretenure than tenured faculty (pretenure 54.9%, tenured 42.2%, p = 0008) noted faculty promotion criteria incentivizing community‐engaged research would increase participation. In adjusted analyses, African American (OR 4.06, CI 1.68–9.82, p = 0.002) and Latino (OR 1.91, CI 1.10–3.33, p = 0.022) faculty had higher odds of prior participation in community‐engaged projects than Whites. Female faculty had greater odds of interest (OR 1.40, CI 1.02–1.93, p = 0.038) in learning about community‐engaged research than males. African American (OR 4.31, CI 1.42–13.08, p = 0.010) and Asian/Pacific Islander (OR 2.24, CI 1.52–3.28, p < 0.001) faculty had greater interest in learning about community‐engaged research than Whites. To build community‐engaged faculty research capacity, CTSAs’ may need to focus resources on female and minority faculty development.
ISSN:1752-8054
1752-8062
DOI:10.1111/cts.12314