"Collaboration Toward One Collective Goal": A Mixed-Methods Study of Short-Term Learning Outcomes and Long-Term Impacts Among Students Participating in an Undergraduate Community-Based Participatory Research (CBPR) Course.

Seblewongel Yigletu,Karen C Kosinski,Ashley C Holmes,Alison Kuah,Shalini A Tendulkar,Kenia Alfaro

doi:10.3389/fpubh.2021.694840

Abstract

Background: Research shows positive learning outcomes for students participating in service learning. However, the impacts of undergraduate student participation in Community-Based Participatory Research (CBPR) courses are minimally studied.Methods: We used a triangulation mixed-methods design approach to analyze short- and long-term (1–5 years post-course) data collected from 59 undergraduate students across 5 cohorts of a CBPR course (2014–19). Thematic analysis was used to analyze the qualitative data and descriptive statistics and frequencies were generated to analyze the quantitative data.Results: We developed five key themes based on short-term qualitative data: integration of CBPR and traditional research skills; importance of community engagement in research; identity; accountability; and collaboration. Themes from qualitative course evaluations aligned with these findings. Long-term qualitative data revealed that former students gained research knowledge, research skills, and professional skills and then applied these in other settings. This aligns with quantitative findings, where >79% of respondents reported that course participation “extensively” improved their research skills. Post-course, students still reflected on the importance of community engagement in research and reported a substantially enhanced likelihood of civic engagement.Discussion/Conclusions: Students gained critical knowledge and skills that positively impact their ability to engage in community-based work well after the end of course participation. Some students reported considering research-oriented careers and graduate programs for the first time after course participation. Collaborative learning experiences with community partners and members encouraged students to reflect on research designs that center community voices. We stress here that community partnerships require extensive cultivation, but they can create opportunities to translate findings directly back to communities and provide numerous benefits to undergraduate students. We hope that our findings provide the information needed to consider pilot testing practice-based CBPR courses in a variety of public health training contexts.

Highlights

Service learning (SL), defined as “a structured learning experience that combines community service with preparation and reflection,” has gained increasing prominence in undergraduate public health education as a way to connect academia with communities [1]
We found no studies that focused on undergraduate student outcomes and experiences resulting from participation in intensive Community-based participatory research (CBPR) courses
Despite variation in the course model over time the course instructor consistently used two key pedagogical strategies across all cohorts of students. She employed active learning techniques to teach research skills and she used team-based learning where community partners were an extension of the research team and were actively engaged in providing feedback and training to students in the classroom

Summary

Introduction

Service learning (SL), defined as “a structured learning experience that combines community service with preparation and reflection,” has gained increasing prominence in undergraduate public health education as a way to connect academia with communities [1]. Many courses engage undergraduates in service learning [1, 2] and studies have focused on undergraduate student outcomes for SL-style courses and initiatives across various disciplines, including public health [3,4,5]. Those at research-intensive institutions, developing CBPR opportunities for students can enable faculty to maintain research agendas and simultaneously support student learning [10]; this can result in numerous benefits, including connecting faculty with researchers and individuals outside of academia and providing new funding opportunities [11]. Research shows positive learning outcomes for students participating in service learning. The impacts of undergraduate student participation in Community-Based Participatory Research (CBPR) courses are minimally studied

Methods

Results

Conclusion