Training in Research Ethics and Standards for Community Health Workers and Promotores Engaged in Latino Health Research
A model frequently used to implement community-based research involves engaging local community health workers who are trusted members of the community and familiar with local customs, language, and culture. In Spanish-speaking communities, the CHWs are also known as promotores de salud (“health pro...
| Authors: | ; ; ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2015
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| In: |
The Hastings Center report
Year: 2015, Volume: 45, Issue: 4, Pages: 20-27 |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Summary: | A model frequently used to implement community-based research involves engaging local community health workers who are trusted members of the community and familiar with local customs, language, and culture. In Spanish-speaking communities, the CHWs are also known as promotores de salud (“health promoters”). Depending on the study design and nature of the research, promotores facilitate research through community outreach, instrument design, participant recruitment, intervention delivery, data collection, and other research-related tasks. In 2000, the National Institutes of Health published a regulation requiring training of “key personnel” named on NIH-supported research involving human subjects. Regardless of whether promotores are technically designated as key personnel on a particular study, they may benefit from training in research ethics. Unfortunately, the educational programs designed for academic researchers in response to the NIH mandate were poorly aligned with the needs of promotores and not suited for learning about human research ethics applied to the community health setting. For example, many promotores in our California-Mexico border region are monolingual Spanish speakers who have no formal academic research training. Therefore, we set out to develop a training alternative appropriate to our local CHWs. In this essay, we provide overviews of the relevant instructional design principles and our formative research process, including examples of key findings. |
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| ISSN: | 1552-146X |
| Contains: | Enthalten in: Hastings Center, The Hastings Center report
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| Persistent identifiers: | DOI: 10.1002/hast.471 |
