Research Engagement Research Articles

Round 'Ere: Developing a novel method to engage community on the design of wellbeing data hubs

The promise of community benefit from health data linked at scale is often missing the perspective of communities themselves. This paper outlines a recent project on developing a peer research and public engagement methodology to build community-designed linked and open wellbeing data hubs. Drawing on action research and appreciative inquiry, we aimed to develop a novel method to engage community on the use of linked local data. In Spring 2023 we recruited and trained 15 community researchers in Widnes, UK to co-design and run a project on what feeling well meant for their community. We trained our community researchers in listening skills, methods, and data concepts. Over Summer 2023, they interviewed over 200 of their fellow residents. We then ran three design workshops to analyse their findings and co-design a data and community insights hub with local policymakers and voluntary sector representatives. Through repeated, comparative semi-structured interviews we tracked the community researchers’ progress. We used thematic analysis to explore the benefits and challenges at each stage of the project: recruitment, training, and field work. Benefits ranged from the practical value of capacity building through the research training to the key role of confidence in how community researchers perceived their own success during the project. Challenges ranged from more esoteric concepts like managing expectations of impact to practical concerns around diversity and interview recruitment. Overall, the project evidenced the value of peer research methodologies in involving public in data science both for the participants but also to wider community.

Impact of Interventions on Medication Adherence in Patients With Coexisting Diabetes and Hypertension.

The coexistence of diabetes and hypertension is prevalent due to shared risk factors. Pharmacological treatment has been reported to be effective in managing both conditions. However, treatment effectiveness depends on the extent to which a patient adheres to their treatment. Poor adherence to long-term treatment for chronic diseases is a growing global problem of significant magnitude. Several interventions have been developed to help improve medication adherence in patients with coexisting diabetes and hypertension. This review aimed to determine the characteristics of these interventions and their impact on medication adherence. A systematic review of the literature was conducted using the PRISMA guidelines and registered in the PROSPERO International Registry of Systematic Reviews. Studies were searched in the databases CINAHL, Embase and Medline to identify relevant articles published during 2012-2023. The search concepts included 'medication adherence', 'hypertension', 'diabetes' and 'intervention'. Studies were included if they were in English and evaluated the impact of an intervention aimed at promoting adherence to medications for both diabetes and hypertension. Seven studies met the inclusion criteria, with five demonstrating a statistically significant improvement in medication adherence. Of the five studies that improved medication adherence, four were multifaceted and one was a single-component intervention. All successful interventions addressed at least two factors influencing non-adherence. Patient education was the foundation of most of the successful interventions, supported by other strategies, such as follow-ups and reminders. Multifaceted interventions that also included patient education had a positive impact on medication adherence in patients with coexisting diabetes and hypertension. Improving adherence in patients with coexisting diabetes and hypertension requires a multipronged approach that considers the range of factors impacting medication-taking. This systematic review provides comprehensive insights into the benefits of patient-centred approaches in intervention development and strengthening. Such patient involvement ensures that medication adherence interventions are more relevant, acceptable and effective, ultimately leading to better health outcomes and more meaningful patient engagement in healthcare research.

Motivations of family advisors in engaging in research to improve a palliative approach to care for persons living with dementia: an interpretive descriptive study

BackgroundA Strategic Guiding Council (SGC) was created within a Family Carer Decisions Support study, to engage family carers of persons with advanced dementia as advisors to inform the design and implementation of the study. The SGC consists of an international group of family advisors from Canada, the Republic of Ireland, the United Kingdom, the Netherlands, and the Czech Republic. There are limited studies that have explored the integration of Patient and Public Involvement (PPI) in dementia research, end-of-life care and long-term care. Therefore, this study explores PPI engagement in health research with family carers to understand further their interest in being involved in the SCG within the FCDS intervention which is focused on supporting caregivers to make decisions about end-of-life care for residents with advanced dementia.MethodsThis study utilized an interpretive descriptive design and explored the motivations of ten family advisors from Canada, the Republic of Ireland, the United Kingdom, and the Netherlands in being part of the SGC. Semi-structured interviews were conducted by phone or videoconferencing and were recorded, transcribed, and analyzed using thematic analysis.ResultsThree themes generated from the findings of the study were (1) engaging in reciprocal learning; (2) using lived experience to support other family carers; and (3) creating a collective momentum for advocacy and change.ConclusionsFamily carers motivations to being part of the SCG was driven by their intent to help carers navigate the health system and to create a psychosocial support system for other carers experiencing end-of-life with their loved ones. Being part of the SCG provided a benefit to family carers which provided a venue for them to contribute meaningful information from their experience, learn from other health professionals, research and other advisors and an avenue for advocacy work to improve access to end-of-life care supports through education. To our knowledge, this is the first study that explores the motivations of an international group of family advisors’ engagement in health research to promote integration of a palliative approach to dementia care in long-term care homes. This study further contributes to the literature from an international perspective the importance of PPI in research. Further research is warranted that explores PPI in research to improve access to end-of-life supports.

ASSESSING SCHOLARSHIP: AN ANALYSIS OF RESEARCH APPRECIATION BY GHANAIAN ACADEMIC RESEARCHERS

The study sought to analyze academic research appreciation by research faculty of Ghanaian universities and colleges of education. The study is underpinned by the social exchange theory and used a quantitative approach, where an electronic questionnaire based on items and scales identified in literature was shared on social media platforms of academic faculties of Ghanaian universities and colleges of education. A total sample of 1175 was considered. The data generated from respondents’ submission of the electronic questionnaire was analyzed with SPSS using descriptive and inferential statistics, where means with standard deviations and independent samples t-tests with eta statistics were the units of analysis. The study revealed statistically significant differences in (1) access to research, (2) utilization of research, and (3) practice of and engagement in research between faculty of universities and colleges of education. The study found no significant difference in what respondents perceived of the worth of research between the two classes of faculty. The study identified that Ghanaian academic researchers have limited access to research, and moderately use existing research per their limited access. The study found that respondents consider themselves as having more to achieve in research as they identified as having moderate experience. In terms of perception of the worth of research, the study revealed that academic researchers see research as a very important dimension of their career for its relevance to their instruction. The study recommends that efforts should be made to bridge the difference in scholarship between universities and colleges of education. Again, research training and collaborations should be prioritized in higher education. Lastly, institutions of higher learning should ensure easy access to research.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0735/a.php" alt="Hit counter" /></p>

Implementing Patient-Centered Outcomes Research Institute Stakeholder Engagement Principles in Models of Palliative Care Delivery and Advance Care Planning Research.

Given the many challenges of conducting research that addresses the palliative and end-of-life care needs of patients with serious illnesses, stakeholder engagement starting from the moment of study conceptualization and design is critical to ensure successful participant recruitment, data collection, intervention delivery, data analysis, and dissemination. Guided by a conceptual model published by the Patient-Centered Outcomes Research Institute (PCORI) entitled, "Measuring What Matters for Advancing the Science and Practice of Engagement"14 and with the support of a PCORI Engagement Officer, representatives from 9 PCORI-funded study teams formed a working group to survey team members and review, outline, and describe key lessons learned and best practices for promoting stakeholder engagement in palliative care research. Almost all study teams engaged with patients/caregivers, clinicians, researchers, and health care system experts as stakeholder partners. About half the teams also included payers and training institutions as part of their stakeholder advisors as well as a range of content experts. Study teams relied on a variety of support structures and resources, and they employed 10 distinct methods for maintaining engagement. All engagement methods were generally considered to be effective by teams who used the method, though there was some variability in team-rated engagement quality of each method. Nine barriers to stakeholder engagement were identified across the 9 studies as well as 9 strategies (or facilitators) to overcome these barriers. We share examples of how stakeholder engagement impacted studies in all phases, including the preparatory phase, study initiation phase, execution phase, and data analysis/dissemination phase. Teams utilized a variety of resources and support structures as well as capitalized on multiple engagement methods for fostering stakeholder engagement, resulting in a high level of collaboration and integration.

A genetic screen of transcription factors in the Drosophila melanogaster abdomen identifies novel pigmentation genes.

Gene regulatory networks specify the gene expression patterns needed for traits to develop. Differences in these networks can result in phenotypic differences between organisms. Although loss-of-function genetic screens can identify genes necessary for trait formation, gain-of-function screens can overcome genetic redundancy and identify loci whose expression is sufficient to alter trait formation. Here, we leveraged transgenic lines from the Transgenic RNAi Project at Harvard Medical School to perform both gain- and loss-of-function CRISPR/Cas9 screens for abdominal pigmentation phenotypes. We identified measurable effects on pigmentation patterns in the Drosophila melanogaster abdomen for 21 of 55 transcription factors in gain-of-function experiments and 7 of 16 tested by loss-of-function experiments. These included well-characterized pigmentation genes, such as bab1 and dsx, and transcription factors that had no known role in pigmentation, such as slp2. Finally, this screen was partially conducted by undergraduate students in a Genetics Laboratory course during the spring semesters of 2021 and 2022. We found this screen to be a successful model for student engagement in research in an undergraduate laboratory course that can be readily adapted to evaluate the effect of hundreds of genes on many different Drosophila traits, with minimal resources.

Value of Engagement in Digital Health Technology Research: Evidence Across 6 Unique Cohort Studies.

Wearable digital health technologies and mobile apps (personal digital health technologies [DHTs]) hold great promise for transforming health research and care. However, engagement in personal DHT research is poor. The objective of this paper is to describe how participant engagement techniques and different study designs affect participant adherence, retention, and overall engagement in research involving personal DHTs. Quantitative and qualitative analysis of engagement factors are reported across 6 unique personal DHT research studies that adopted aspects of a participant-centric design. Study populations included (1) frontline health care workers; (2) a conception, pregnant, and postpartum population; (3) individuals with Crohn disease; (4) individuals with pancreatic cancer; (5) individuals with central nervous system tumors; and (6) families with a Li-Fraumeni syndrome affected member. All included studies involved the use of a study smartphone app that collected both daily and intermittent passive and active tasks, as well as using multiple wearable devices including smartwatches, smart rings, and smart scales. All studies included a variety of participant-centric engagement strategies centered on working with participants as co-designers and regular check-in phone calls to provide support over study participation. Overall retention, probability of staying in the study, and median adherence to study activities are reported. The median proportion of participants retained in the study across the 6 studies was 77.2% (IQR 72.6%-88%). The probability of staying in the study stayed above 80% for all studies during the first month of study participation and stayed above 50% for the entire active study period across all studies. Median adherence to study activities varied by study population. Severely ill cancer populations and postpartum mothers showed the lowest adherence to personal DHT research tasks, largely the result of physical, mental, and situational barriers. Except for the cancer and postpartum populations, median adherences for the Oura smart ring, Garmin, and Apple smartwatches were over 80% and 90%, respectively. Median adherence to the scheduled check-in calls was high across all but one cohort (50%, IQR 20%-75%: low-engagement cohort). Median adherence to study-related activities in this low-engagement cohort was lower than in all other included studies. Participant-centric engagement strategies aid in participant retention and maintain good adherence in some populations. Primary barriers to engagement were participant burden (task fatigue and inconvenience), physical, mental, and situational barriers (unable to complete tasks), and low perceived benefit (lack of understanding of the value of personal DHTs). More population-specific tailoring of personal DHT designs is needed so that these new tools can be perceived as personally valuable to the end user.

Summary of the Evaluation of Cities of Innovation and Technology Transfer (CITT) at Moroccan Universities

Introduction. Science, technology, and innovation are pivotal for economic policy worldwide. Morocco, aiming to boost its competitiveness, has implemented reforms to enhance economic diversity and foster university-business links since 2000, although the impact on technological advancement remains limited.Problem Statement. Morocco’s Cities of Innovation and Technological Transfer (CITT) lack a defi ned statutory role within university structures, restricting their decision-making infl uence. This study examines these constraints to suggest strategic improvements.Purpose. The goal is a comprehensive evaluation of CITTs across Moroccan universities, identifying their strengths, weaknesses, opportunities, and threats to propose a strategic plan for better integration and eff ectiveness in the national innovation system.Materials and Methods. Employing a mixed methodology, this research analyzes the innovation and technological transfer structures within six Moroccan public universities through SWOT analysis, focusing on innovation capacities and interinstitutional collaborations. Data were collected via validated questionnaires, interviews, and field observations.Results. CITTs align with the universities’ strategic visions, enhancing scientifi c research and socio-economic engagement. Recommendations focus on defining clear mission statements, developing strategic policies, and fostering proactive collaborations to improve CITT operations and visibility.Conclusions. The study highlights CITTs’ potential to drive socio-economic and scientific progress in Morocco. Despite challenges like regulatory impacts and limited university autonomy, enhancing these structures’ roles is crucial for national development. Strategic plans and university autonomy are recommended to integrate innovation more effectively into Morocco’s broader development goals.

Exploring patient and staff member views on a 'consent for contact' system for sexual health research: A mixed methods study.

Recruitment in sexual health research is challenging. This study explores the potential of a Consent for Contact system (C4C) - generic consent for research contact - to improve participant recruitment and engagement in sexual health research. Our objectives were to understand patient and staff understanding of research, their views on a separate C4C system, and their preferences for its acceptability in a sexual health clinic setting. A two-stage study was conducted at a large urban UK sexual health clinic from November 2021 to July 2022. Stage one involved a self-completed questionnaire administered to all patients and staff. In Stage 2, semi-structured interviews (SSIs) further explored patient concerns and preferences. Survey data were analysed using chi-square and Fisher's exact test and thematic analysis was applied to free-text responses and SSIs. A total of 205/300 patient (68%) and 41/280 staff questionnaires (15%) were completed. Motivations for research participation included altruism and personal interest. Statistically significant differences were found between patients' and staff members' concerns on confidentiality and anticipated feeling of pressure to participate. The majority of staff (n = 38, 93%) and half of patients (n = 100, 49%) supported implementation of a sexual health C4C system. Participants recognised the potential benefits of a sexual health C4C system, including enhanced privacy and increased research opportunities. Concerns were raised about stigma, terminology, and signing-up methods. This study found the C4C system has the potential to enhance participant recruitment and engagement in sexual health research, but implementation support is narrowly divided with concerns around privacy and sign-up processes. These insights call for a patient-centred design approach, emphasising clear communication and privacy. Future research should focus on implementing and evaluating a sexual health C4C system to further explore their effectiveness and acceptability in different contexts.

Research priorities for progressive pulmonary fibrosis in the UK

IntroductionHealth research bodies recommend patient involvement and engagement in research and healthcare planning, although their implementation is not yet widespread. This deficiency extends to progressive pulmonary fibrosis (PPF), where crucial...

Systematic re-review of WASH trials to assess women’s engagement in intervention delivery and research activities

Water, sanitation and hygiene (WASH) interventions significantly reduce health risks in low- and middle-income countries. Many rely on women, but the extent of women’s engagement remains undocumented. Here we conducted a re-review of papers from two systematic reviews that assessed the effectiveness of water, sanitation and/or handwashing with soap interventions on diarrhoeal disease and acute respiratory infections to assess women’s roles in WASH research and intervention activities. A total of 133 studies were included. Among studies that specified gender, women were the most sought-after group for engagement in research (n = 91/132; 68.9%) and intervention (n = 49/120; 40.8%) activities. Reporting time burden for research (n = 1; 1%) and intervention activities (n = 3; 2.5%) was rare. All interventions were classified as gender unequal (36.7%) or gender unaware (63.3%) according to the World Health Organization Gender Responsiveness Assessment Scale, indicating exploitative engagement. Women play a critical but instrumentalized role in WASH, and both research and interventions need to change to enable, and not hinder, gender equality.

Students' Perception of Peer- Students Mentoring Program "Big Sibling Mentoring Program" to Complement Faculty Mentoring of First-Year Medical Students in Saudi Arabia.

The Big Sibling Program is an innovative peer student mentoring method that was designed and implemented by the students' council in 2021 to complement the faculty mentoring program of first-year medical students in the College of Medicine, King Saud University, Saudi Arabia. The aim of the study was to evaluate the medical students' perception of the peer students "Big Sibling" mentoring program and to assess the effectiveness of the program in terms of changes in the behavior and academic performance of the students. This is a retrospective study that was conducted in 2021. A registration form that includes demographic data, personal information, and academic performance (GPA and extracurricular achievements) was sent to all second- and third-year medical students to select the Big Siblings. A total of 49 mentors "Big Siblings" were accepted (30 males, 19 females) and matched randomly with the little siblings from first-year medical students. A written consent was obtained from the participants. The survey was structured on a 5-point Likert scale, and composed of four sections of closed-ended questions, that includes: the demographic data, the students' (little sibling) evaluation of the mentorship sessions, the little sibling perception of the Big Sibling Program and its effectiveness of the Big Sibling Program in terms of behavioral or quality effects. Out of 297 first-year medical students, 284 (95.62%) responded. The majority significantly agreed that the Big Sibling was readily available and they personally benefitted from the relationship (94.36%, p<0.001; 90.14%, p<0.001). They significantly disagreed that the relationship requires too much time (72.54%, p<0.001) or that they do not need a mentor (78.87%, p<0.001). Most significantly agreed that mentoring is a good idea (94.37%, p<0.001), the program helped reduce their stress (84.51%, p<0.001), helped them adjust to college (89.44%, p<0.001), and advance academically (78.52%, p<0.001). The program also encouraged their involvement in extracurricular activities (58.10%, p<0.0001), research (43.31%, p<0.001), and social engagement with peers (71.48%, p<0.001). Moreover, the majority thought the program significantly improved their self-confidence (73.94%, p<0.001), self-awareness (84.51%), accountability (54.51%), leadership (54.93%), resilience (71.13%), punctuality (69.01%, p<0.001), time management (75.70%), stress coping (77.82%), problem-solving (76.76%), and teamwork (75.35%). Peer students' big Siblings program has succeeded in reducing first-year medical students stress levels, improving their self-confidence, self-awareness, accountability and responsibility, leadership, resilience, punctuality and engaging them in research and extracurricular activities.

Enhancing the physician-scientist workforce: evaluating a mentored research program for medical students' research competencies and intentions.

The growing recognition of the need to incorporate scientific discoveries into healthcare decisions underscores an urgency for a robust physician-scientist workforce to advance translational research. Despite the correlation between medical students' research engagement and their academic productivity and success, significant gaps remain in the scientific workforce exacerbated by the "leaky pipeline" phenomenon from medical school to academic medicine, where potential physician-scientists veer away from research careers.The purpose of this study was to assess the effectiveness of a structured mentored research program for enhancing medical students' research competencies and sustaining their interest in research careers, thereby potentially enhancing the physician-scientist workforce. The Medical Student Research Program (MSRP) implemented at the University of California, Irvine (UCI) was designed to provide comprehensive research training and support to medical students through a series of structured lectures, mentorship by dedicated faculty, and administrative support for research activities. Students were surveyed upon enrollment and one year later to assess the change in research competencies from baseline to follow-up (paired samples t-test), students' intent to use research in clinical practice (paired samples t-test), and their intent to conduct research in the future (McNemar's test and McNemar Bowker test). Preliminary evaluations indicated that the MSRP enhanced students' research competencies and has the potential to enhance medical students' research skills. However, similar to national trends, there was a decrease in students' intentions to engage with research in their future clinical career. Our preliminary findings demonstrate MSRP students' enhanced research competencies during the first year of the program. However, the decline in students' intentions to engage in future research highlights the need for continued innovation in research training programs to sustain future intent to conduct research, in turn helping to address the "leaky pipeline" in the physician-scientist workforce. Future studies should focus on mid and long-term outcomes to fully assess research program impact on the physician-scientist pipeline and on integrating such programs more broadly into medical education.

Examining the Effect of Research Engagement on the Interest in Integrating Research into Future Career Paths Among Medical Graduates in China: An Instrumental Variable Analysis

Examining the Effect of Research Engagement on the Interest in Integrating Research into Future Career Paths Among Medical Graduates in China: An Instrumental Variable Analysis

Teachers as Researchers: Practices, Perspectives, Problems, and a Plan of Action (4Ps)

This study explored the role of teachers in action research, extending beyond traditional classroom instruction to include professional development and scholarly inquiry. The primary aim was to investigate the practices involved in action research, teachers’ understanding of writing action research, and common challenges faced. Using a quantitative approach with a descriptive-correlational design, the study surveyed 497 teachers from 87 public schools across five districts in Agusan del Sur. Data collection focused on teachers’ techniques, skills, motivations, and problems related to action research. The study utilized stratified random sampling to ensure diverse representation and analyzed data using descriptive statistics and correlational analysis through IBM SPSS v29. Findings indicated that while teachers generally demonstrated competency and enthusiasm for action research, challenges such as time constraints, insufficient support, and research complexity were prevalent. The study revealed a strong correlation between teachers’ engagement in action research and their understanding of research methodologies and problem-solving abilities. Recommendations included providing ongoing professional development opportunities, enhancing institutional support, establishing mentorship programs, improving access to research resources, and creating recognition systems for research achievements. These measures aimed to bolster teachers’ research skills, overcome barriers, and foster a supportive environment for action research. The study emphasized the importance of further professional development and institutional support to enhance teachers’ competencies and address significant challenges in action research.

Undergraduate students engaging in hands-on gerontology research: a participatory case study of value gained and lessons learned

ABSTRACT As the population ages, it is essential that professionals across disciplines have experience and competence working with older adults. Though experiential learning opportunities have been extensively documented as a tool to accomplish this goal, student engagement in gerontology research has not been examined in detail. This participatory case study highlights the perspectives of undergraduate student researchers involved in a hands-on pilot research study that explored connections between cognitive, physical, and everyday function in midlife and older adults while testing the feasibility of a mobile app for early detection of cognitive decline related to Alzheimer’s disease and related dementias. As participants, students (n = 11) completed a survey about their experience and participated in focus groups. As researchers, students and faculty coded open-ended survey and focus group responses. We found that students gained both personal and professional skills from their experience. Emergent themes relevant to their experience included the overarching research lab environment and study-specific conditions related to interpersonal and technical aspects. Although these findings reflect student perspectives in one case, they can be used as a guide to support future endeavors to include undergraduate students as testers in gerontology research.

Competency‐based TPACK approaches to computational thinking and integrated STEM: A conceptual exploration

AbstractIn this conceptual study, we explore the incorporation of computational thinking (CT) within integrated Science, Technology, Engineering, and Mathematics (STEM) education, aiming to enhance the Technological Pedagogical Content Knowledge (TPACK) framework for teacher professional development. Despite the fundamental role of mathematics in K‐16 and engineering education, its theoretical and practical dimensions in a transdisciplinary STEM context and its interlinks with CT remain underexplored. This gap extends to the professional development of teachers in research‐oriented STEM environments, which presents significant challenges. The study aims to address these issues by repositioning cognitive‐adaptive competencies such as CT and design thinking (DT) as a crucial enabler for STEM teacher professional competency, advocating for a move beyond normative approaches. We comprehensively analyze the integration efforts of CT in STEM, which often rely on declarative definitions without substantive practical implications. The study poses questions on (1) how CT can be effectively integrated into STEM, (2) the characteristics of the normative‐adaptive model for teacher education, and (3) the development of a conceptual educational framework focused on mathematical modeling, simulation design, and student engagement in research. Drawing on innovative educational practices, we scrutinize the integration of CT and DT through examples from mathematics, emphasizing the importance of developing computational models and algorithms. Ultimately, we propose a competency‐centered normative‐adaptive‐context aware model of STEM integration (NACAMS)‐TPACK model that enhances the classical TPACK framework by interlinking computational, design, and general pedagogical competencies. This study is particularly relevant for educators, policymakers, and researchers involved in K‐16 STEM and engineering education.

Exploring the Health Impact of Intersectional Minority Identity Stressors on Arab Sexual Minority Women Migrants to the United States.

Using an intersectionality lens and the minority stress theory as our theoretical grounding, this qualitative study is the first to examine the mental health of Arab sexual minority women (SMW) migrants to the United States. The study aimed to (1) explore the perceptions and experiences of intersectional minority identity-related life stressors and (2) discern their impact on the mental health of first-generation Arab SMW migrants. From December 2022 to March 2023, we conducted 20 semi-structured interviews with Arab SMW migrants. Guided by principles of community engagement in research, four community advisors, including three Arab SMW migrants and a mental health service provider, assisted in mock interviews, recruitment, and data analysis. This enriched our thematic analysis providing a nuanced understanding of Arab SMW migrant experiences. Participants reflected diverse nationalities, socioeconomic statuses, and religions and identified as lesbian, bisexual, or queer. Our sample included asylum seekers, documented migrants, and non-binary individuals (assigned female at birth). Findings revealed three major themes: (1) Community- and Interpersonal-Level Stressors, (2) Strategies for Coping with Stressors, and (3) Impact of Intersectional Life Stressors on Mental Health. Community- and interpersonal-level stressors included challenges navigating migration-related stressors, rejection and discrimination from the Arab, queer, and dominant-group (i.e., non-Arab, non-White) communities, and experiences of invalidation of their intersectional identities. Coping mechanisms included avoidance, identity concealment, and seeking social support. Participants reported various mental health impacts, from anxiety, depression to suicidal thoughts, emphasizing the urgency for tailored interventions. Participants called for the development of support groups specifically for Arab SMW migrants.

Understanding and improving teachers’ research engagement: Insights from success stories in Poland and Spain

Drawing on a qualitative, interview-based study of 36 research-engaged teachers in Poland and Spain, this paper aims to identify and explore the types of their research engagement, and their recommendations on how education stakeholders can improve this engagement. The findings reveal three types of teacher research engagement – i.e. situational engagement, emotional engagement, and transformative engagement – as well as specific roles and responsibilities for five stakeholders they view as being key to improving teacher research engagement: school leaders, teachers, university communities, teacher education providers, and policy makers. The paper concludes with new insights for theory and practice in this field.

Conceptualizing Community Engagement for Mental and Brain Health Research in Low- and Middle-Income Countries: A Case of Kilifi County, Kenya.

Community engagement (CE) has increasingly been recognized as a critical element for successful health promotion and intervention programs. However, the term CE has been used to mean different things in different settings. In this article, we explore how CE has been conceptualized in the field of mental and brain health in Kilifi County, Kenya. We used ethnographic methods encompassing focused group discussions, key informant interviews, and observations with 65 participants, purposively recruited from Kilifi County. Data were transcribed verbatim and thematically analyzed. Our findings show that community members and stakeholders had diverse perceptions of and experiences with CE. Factors such as trust between researchers and community members, sensitization, and awareness creation were key for acceptance of research projects. Partial involvement in research, lack of access to information, poverty and socio-economic challenges, and financial expectations from researchers hindered CE and led to resistance to participation in research projects. For effective CE, there is a need to work closely with community gatekeepers, create awareness of the research projects, use local languages, and ensure continuous engagement that promotes equitable research participation. Our findings suggest that tacit knowledge, context, and mechanisms for research are all critical features of CE and should be considered to enhance acceptance and sustainability of mental and brain health interventions in Kenya.