Facilitated Group Discussions Research Articles

Inpatient Implementation of Portable Ocular Fundus Photography Among Neurology Residents.

Background: Nonmydriatic ocular fundus photography has been studied with demonstrated benefit in the evaluation of emergency department neurological complaints, particularly in triaging headache and focal neurological deficits. Likewise, portable fundus camera usage may be practical for inpatients with neurological complaints, although feasibility has not been studied in a neurology teaching service. Purpose: The objective of this study is to determine if a portable, nonmydriatic fundus camera could be integrated into routine clinical care by neurology inpatient housestaff at a tertiary medical center. Research Design: Housestaff were asked to obtain fundus photographs for patients with specific indications for fundoscopy. Study Sample: During a 1-month pilot period, housestaff were successfully able to upload images from 21 patients, which were reviewed by a neuro-ophthalmology attending, with input from on-call ophthalmology if desired. Results: Surveys of housestaff before (n = 13) and after (n = 12) implementation demonstrated increased confidence in camera operation and in ocular structure identification, description, and interpretation. Thematic analysis on qualitative feedback suggested benefits in clinical (improving fundus visualization, aiding in triage, sharing images with offsite staff), health systems (reducing length of stay, reducing ophthalmology consultations, reduced unnecessary testing), and educational domains (facilitating group discussions of images, sharing photographs with patients). Conclusions: Overall, inpatient portable fundus photography was shown to be feasible and effective for rapid fundus visualization for neurological inpatients, enhancing the ability to share, document, and compare examinations among neurology housestaff. Further work is needed to confirm clinical and educational benefits of portable fundus photography usage by neurology residents, as suggested by this healthcare quality improvement pilot study.

Epistemic justice in teaching co-production: a perspective from clinical psychology training

Purpose Service-User and Carer (SUC) involvement in health care education is becoming the norm. Simultaneously, voices highlighting the risks of tokenism continue. The authors critique dominant frameworks for SUC involvement and present a case study of teaching collaboration between a lecturer and SUC Advisory Group in Clinical Psychology training. The authors argue that epistemic justice gives a constructive lens for making SUC participation meaningful. Design/methodology/approach Members of the University of Surrey SUC Advisory Group and a lecturer delivered a learning session, themed around barriers to accessing mental health services. In the first academic cycle, SUC members remotely facilitated group discussion around a core barrier, e.g. social class. Following feedback, the same session in the next cycle consisted of Trainee debate stimulated by SUC videos that foregrounded intersectionality in considering barriers and solutions. Findings In critically evaluating our collaboration, processes fostering epistemic justice included ring-fenced time for planning, leadership by SUC members, creating governance mechanisms on use of videos and SUC receiving payment. To deepen epistemically just practice, SUC teaching input should be invited routinely and SUC identity explicitly contrasted to academic staff. Originality/value The authors provide a framework for evaluating the richness of SUC involvement on a post-graduate training programme. This focus on epistemic justice allowed more nuanced reflections on equitability than current SUC involvement models allow for.

From cognitive coach to social architect: shifts in learning assistants’ valued practices

BackgroundLearning assistants (LAs) are undergraduate students who serve as instructional assistants in STEM classrooms. In addition to engaging in active practice, they take a pedagogy seminar and regularly meet with a content instructor. While aspects of LAs’ pedagogical beliefs and actions have been investigated, there remains a gap in understanding how LAs make sense of their new instructional roles and how they negotiate between their experiences as students and their responsibilities as instructors. This study uses a sequential, exploratory mixed-methods approach, which includes constant comparative open-coding, thematic analysis, and epistemic network analysis, to analyze 178 reflections written by 89 LAs across five terms at two institutions. Here, we identify each LA’s expressed goals and intended actions at the start and the end of their first term as an LA. Using a community of practice framework, we seek to explicate the shifts in these LAs’ values as they become more central members of the LA community.ResultsLAs’ expressed roles shift from being cognitive coaches, where they focus on student thinking, sense-making, and understanding of disciplinary concepts, to being social architects, where their focus shifts to attending to the aspects of the environment that can support productive interactions for learning. A social architect prioritizes goals related to mutual trust, respect, & approachability, understanding and learning about students, and creating a sense of belonging. Similarly, their intended actions emphasize compassion, understanding, and facilitating group discussion. While all LAs studied exhibited this shift, it manifested in different ways and to different extents, as illustrated in detail by four selected cases. These cases illustrate how the shifts coupled to a change in language around teaching, becoming more specific and contextual.ConclusionsLAs express a shift in their valued practices over their first term as LAs related to their instructional role. The goal of student-centered instructional practice is often framed as becoming a better cognitive coach; however, this orientation does not foreground ideas around teaching practice that aim to foster engagement, belonging, and student agency. Implications for both the LA model and, more generally, for postsecondary STEM instructors are discussed.

Modified Oral Health Assessment Tool (M-OHAT) for Residential Aged Care: A Co-Design Protocol

Background: Older adults in residential aged care facilities (RACFs) experience disproportionate levels of poor oral health relative to other groups in the general population, affecting their physical and mental wellbeing. The Oral Health Assessment Tool (OHAT) is a validated and widely used dental assessment tool; however, recent systematic reviews have identified shortcomings with respect to its measurement properties. Objective: The objective of this protocol is to provide a detailed overview of a multidisciplinary qualitative study that aims to (a) co-design and develop a modified OHAT for RACFs and (b) inform the development of an OHAT training package and implementation strategies. Methods: This study will utilize a co-design methodology with aged care residents, caregivers, staff members, and health professionals. The co-design workshops will: (1) investigate the barriers to and enablers of optimal oral healthcare in RACFs; and (2) co-design a modified version of the Oral Health Assessment Tool and a referral to treatment pathway that is appropriate for use in RACFs. The co-design workshops will facilitate group discussion and involve interactive activities using, for example, mind mapping and Sticky Notes. Qualitative data (transcripts and artefacts from co-design activities) will be analyzed in NVivo using an inductive codebook thematic analysis, specifically a template analysis. Conclusion: The findings of this study will inform a modified OHAT (M-OHAT), as well as future study phases regarding training and implementation strategies. It is expected that the M-OHAT will have enhanced usability and relevance to RACFs, facilitating the identification of poor oral health and timely referral to dental treatment.

Empowering Indonesian Vocational Students with Artificial Intelligence Awareness: Challenges and Career Opportunities

Artificial intelligence (AI) has emerged as one of the most transformative and influential technological advancements, significantly impacting sectors like healthcare, finance, and education in the rapidly evolving digital era. However, vocational high school students often have limited knowledge about AI, primarily due to the superficial coverage of AI in their curriculum and the lack of resources and trained educators. This study aimed to assess the effectiveness of an intervention designed to enhance AI awareness and understanding among vocational high school students. A comprehensive program was implemented, involving initial assessments, interactive face-to-face training sessions, and facilitated group discussions. Descriptive analysis using statistical methods was employed to compare pretest and posttest data, revealing significant improvements in students' knowledge and attitudes towards AI. For example, the average score for the question "I know what Artificial Intelligence is" increased from 1.77 to 2.93, while "I can name an example of an AI application" rose from 1.76 to 2.85. Additionally, students showed increased awareness of AI's impact on future careers and a greater interest in learning more about AI, with scores rising from 2.20 to 2.85 and 2.48 to 2.96, respectively. The intervention proved effective in significantly enhancing students' understanding and attitudes towards AI, highlighting the value of targeted educational programs. By addressing gaps in AI education and fostering a proactive learning environment, the approach equips students with the knowledge and skills necessary to thrive in an AI-driven job market. This comprehensive strategy not only prepares students for future career challenges but also empowers them to leverage AI technology for career advancement.

Advancing urban climate adaptation through knowledge exchange: A case study of New York City

Cities are experiencing increasingly extreme and longer-lasting hazards due to climate change. In response, urban decision-makers use climate assessments to inform their adaptation programs. To effectively inform planning, climate assessments must be responsive to community priorities and align with information needs. However, there are few empirical studies evaluating the co-production and exchange of climate information within climate assessment processes. To address this gap, we evaluated the Climate Knowledge Exchange (CKE) piloted in 2020 by the Mayor's Office of Climate and Environmental Justice (then the Mayor's Office of Resiliency) in New York City. The CKE is an ongoing engagement process that asked: What are the research gaps and barriers to adaptation in New York City and how can we design inclusive approaches to knowledge exchange that advance equitable adaptation? To answer this question, we facilitated group discussions, distributed surveys, and reviewed adaptation plans to assess the state of climate knowledge. The findings indicate a need for contextually and culturally sensitive approaches to the co-development of actionable knowledge. Additionally, there is a need to reduce barriers to equitable adaptation and to advance the practice of climate-informed decision-making. Our findings advance understanding of the potential role of climate knowledge exchange in adaptation planning.

Peran Guru BK dalam Memberikan Informasi Karir melalui Bimbingan Karir terhadap Siswa Kelas IX di MTs. Swasta Al- Ihsan Maryke

This research aims to examine the role of guidance and counseling teachers in providing career information through career guidance to class IX students at Al-Ihsan Maryke Private MTs, located on Jln. Education No.1 Maryke, Maryke Plantation, Kutambaru, Langkat Regency, North Sumatra. The research method used is qualitative with a focus on how guidance and counseling teachers convey information regarding career choices and educational paths after graduation. The research results show that guidance and counseling teachers at Al-Ihsan Maryke Private MTs play a vital role by providing an overview of various professions and their requirements, as well as facilitating group discussions and question and answer sessions. They also invite practitioners from various fields to provide direct insight to students. However, there is a lack of depth of information and personalization of guidance. The career guidance provided is often felt to be too general and not suited to students' specific needs. Many students feel that the information presented is not in-depth enough and is difficult to apply to their personal situations, so they have difficulty connecting career choices with their interests and talents. To increase the effectiveness of coaching, a more structured and detailed approach is needed as well as more personalized coaching sessions. This is expected to help students plan concrete steps for their future and make better decisions regarding education and career.

Collaborative Virtual Environments (CVEs) in the Preparation of Pre-service Mathematics Teachers

In recent times, teacher preparation programmes have faced significant challenges as many universities transitioned to fully online or hybrid instructional models as a result of the COVID-19 pandemic outbreak. These sudden shifts drastically decreased classroom teaching opportunities, which was a cornerstone of teacher preparation programmes to help preservice teachers learn how to teach effectively. Therefore, considering the importance of visualizations in mathematics education for facilitating teaching, motivating students, and satisfying their desire to comprehend abstract mathematical concepts, this study investigates the barriers to utilizing, and the effective ways of integrating Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers. Underpinned by an interpretivist paradigm, the study employed a qualitative research approach and a case study design. Data were collected from twenty-five pre-service mathematics teachers, two mathematics teacher educators, and one department head. For this study, data collected were analysed using thematic analysis, and data trustworthiness was ensured through triangulation of the unit of analysis. Research findings revealed that the use of CVEs in teacher education programs is hampered by several factors, which include resistance to change, technological limits, costs and time constraints, assessment difficulties, equality and access issues, and a lack of training and support. Furthermore, the findings highlighted that for CVEs to be effective in teacher preparation programmes, mathematics educators should encourage the simulation of classroom scenarios, facilitate group discussions and cooperative learning and participate in virtual professional development opportunities.

Adopting a systems-thinking approach to optimise dietary and exercise referral practices for cancer survivors

PurposeService referrals are required for cancer survivors to access specialist dietary and exercise support. Many system-level factors influence referral practices within the healthcare system. Hence, the aim of this study was to identify system-level factors and their interconnectedness, as well as strategies for optimising dietary and exercise referral practices in Australia.MethodsA full-day workshop involving national multidisciplinary key stakeholders explored system-level factors impacting dietary and exercise referral practices. Facilitated group discussions using the nominal group technique identified barriers and facilitators to referral practices based on the six World Health Organisation (WHO) building blocks. The systems-thinking approach generated six cognitive maps, each representing a building block. A causal loop diagram was developed to visualise factors that influence referral practices. Additionally, each group identified their top five strategies by leveraging facilitators and addressing barriers relevant to their WHO building block.ResultsTwenty-seven stakeholders participated in the workshop, including consumers (n = 2), cancer specialists (n = 4), nursing (n = 6) and allied health professionals (n = 10), and researchers, representatives of peak bodies, not-for-profit organisations, and government agencies (n = 5). Common system-level factors impacting on referral practices included funding, accessibility, knowledge and education, workforce capacity, and infrastructure. Fifteen system-level strategies were identified to improve referral practices.ConclusionThis study identified system-level factors and strategies that can be applied to policy planning and practice in Australia.

Families in transition (FIT) study protocol: feasibility, acceptability and preliminary effects of a group-based parent training in parents of youth in psychiatric residential treatment

IntroductionAlthough adolescents make treatment gains in psychiatric residential treatment (RT), they experience significant difficulty adapting to the community and often do not sustain treatment gains long term. Their parents are...

Optimizing the Health of Type 2 Diabetes Mellitus Patients with Islamic Approaches and Volunteers

Depression, which is prevalent in patients with diabetes mellitus, can be addressed by integrating Islamic mindfulness practices and family volunteer support. This study assessed the impact of combining Islamic mindfulness practice (IMP) with family volunteer support on depressive symptoms and knowledge in patients with type 2 diabetes mellitus (T2DM). A total of 120 Muslim patients diagnosed with T2DM and having a Beck's Depression Inventory (BDI) score >17 participated. The intervention group engaged in facilitated group discussions led by family volunteers, focusing on Islamic mindfulness techniques and diabetes education. The results underscored the importance of family volunteer support combined with Islamic awareness for T2DM patients with depression, showing reduced depressive symptoms as measured by the BDI after the intervention. In addition, the intervention group showed improved knowledge of the chronic condition based on Diabetes Knowledge Questionnaire (DKQ) data compared to the control group. In conclusion, integrating Islamic awareness and family volunteer support in caring for T2DM patients with depression can reduce depressive symptoms and improve T2DM knowledge.

OA10 Peer support for people living with axial spondyloarthritis as part of a supported self-management programme

Abstract Background/Aims The National Axial Spondyloarthritis Society (NASS) Supported Self-management Programme aims to empower people with axial spondyloarthritis (axial SpA) to live well with their condition. We ran peer support meet-ups as part of our new Your SpAce programme to improve attendees’ knowledge of their condition, and reduce feelings of isolation. Methods In March 2023, NASS launched Your SpAce, a series of short information and lived experience videos, with downloadable practical resources. It is aimed at people newly diagnosed or those diagnosed longer who had not previously engaged with their condition. The programme was created in consultation with people living with axial SpA and healthcare professionals (HCPs). A steering group comprised 33% people with lived experience. Monthly free online peer support ‘meet-ups’ were planned. Initial topics aligned with Your SpAce topics of pain, flares, and fatigue. Feedback and helpline enquiry trends guided further topics. Attendees booked via an Eventbrite listing, disseminated via the NASS website, social media and e-newsletter, partner organisations, and HCPs. The meet-ups are facilitated by a HCP who lives with axial SpA. Sessions start with a short introduction to axial SpA and the meet-up topic. The focus is on facilitated group discussions, where attendees use their camera and microphone and chat box to meet other people with axial SpA, ask questions, share advice, and receive peer support. Results Your SpAce webpages ask visitors how confident they feel in managing their pain, flares, and fatigue out of 100 (0=not at all, 100=extremely). The results (701 respondents) indicate the programme is reaching people with low confidence, with 60% of pain poll respondents, 69% of fatigue poll respondents, and 72% of flare poll respondents ranking their confidence 0-40/100. Since April 2023, we ran 10 meet-ups, with 516 bookings and 256 attendees. Everyone who booked received presentation slides and resources. In-meeting anonymous polls showed: 25% of attendees had been diagnosed for less than one year; 31% 1-5 years; 11% 6-10 years; and 33% more than 10 years. 24% have a diagnosis of axial SpA, 22% non-radiographic axial SpA, 51% radiographic axial SpA/ankylosing spondylitis, and 3% awaiting diagnosis. Anonymous feedback survey results (n = 67) showed: 97% enjoyed attending the meet-up; 96% found it easy to attend; 82% said the meet-up helped them understand more about their condition; 74% have more practical skills to manage; 54% had never previously met anyone else with axial SpA; 97% felt less alone afterwards; and 99% would like to attend another meet-up. Conclusion The first six months of Your SpAce meetups have improved attendees’ knowledge of axial SpA, increased practical skills in managing symptoms, and reduced feelings of isolation. Results suggest that informal online peer support is a positive strand of supported self-management for people at all stages of their axial SpA. Disclosure Z. Clark: Honoraria; ZC is a member of Council for the Institute of Osteopathy. Grants/research support; NASS receives grant funding from AbbVie, Biogen, Eli Lilly, Janssen, Novartis and UCB.

The Evolution of an Undergraduate Course in Engineering and Social Justice

In recent years, core and elective engineering courses have been developed which address broader social and humanities considerations. The purpose of this Engineering & Social Justice (ESJ) course is to build an understanding of the relationships among engineering (process & outcomes) and the social, cultural, economic and environmental conditions of society. This course (in its sixth year) leverages facilitated group discussions based on materials drawn from readings, videos and case studies to frame various social concepts and how they may influence engineering (education) and vice versa. The course was framed as a humanities-oriented course designed for engineering students to take. Positive feedback previous student included students feeling like they truly had a voice in the classroom and empowered them to be able to structure and communicate their positions at the intersection of social justice. Future iterations of the course could consider more guest lecturers and multiple modalities for course engagement.

Integrating Patient Safety Discussions with First-Year Doctor of Pharmacy Students in a Skills Lab Course.

The patient safety problem has been well established for over 20 years in the United States (U.S.), and there is a recognized focus on ensuring that health professions' trainees receive explicit education in various patient safety principles and practices. While the literature provides examples of different approaches towards patient safety education for pharmacy students, there are few that focus on first-year pharmacy students. This educational observational study describes the implementation and evaluation of two 20 min patient safety learning activities integrated into a required pharmacy skills lab course. The first learning activity utilized a mock prescription and patient safety checklist that had students identify patient safety problems on the prescription, followed by a group discussion of implications for the patient. The second learning activity used images of common safety problems with a facilitated group discussion to have students identify systems-based solutions to those problems. Our study's findings revealed that students were able to identify basic patient safety problems and safety solutions, although some additional foundational information may be needed, particularly for students who may not have pharmacy work experience. Additional research is needed to continue building a literature base on patient safety education approaches, particularly for first-year pharmacy students.

Understanding Barriers Faced by Rural Adolescent and Young Adult Cancer Survivors

Background and Hypothesis:The current 5-year survival rate for adolescent and young adult (AYA) cancer diagnoses is 85.8%. However, AYA cancer survivors face many challenges including loss of insurance, infertility, sexual health concerns, physical disability, education barriers, housing instability, food insecurity, and decreased financial well-being. Survivors in rural areas may face additional challenges, such as lack of access to cancer centers, tailored resources, and networks of fellow AYA cancer survivors that may be available in large cities. The study goal was to better understand specific barriers to survivorship care for this rural population, using a comprehensive interactive workbook distributed to cancer survivors in Southwest Indiana. Methods:A prototype workbook was distributed to 42 AYA survivors in southwest Indiana. Follow-up interviews were conducted with 11 individuals. Interviews with the first wave of eligible participants (n=7) provided perspectives on the workbook, helped identify potential improvements, and offered further insight into their survivorship experiences. These eligible participants were also invited to participate in an online forum to facilitate group discussions on potential improvements to the workbook. Responses were evaluated through affinity mapping to identify common themes. Results:AYA cancer was found to have a lasting impact on physical health, mental health, and relationships for many of the AYA survivors. Importantly, only 27% of participants who completed the workbook responded “yes” to having received a survivorship care plan, suggesting barriers in communication between survivors and healthcare providers. Regarding overall health, the three largest barriers identified by cancer survivors in rural southwest Indiana were insurance coverage, mental health services, and the availability of services needed. Conclusion:To strengthen survivorship care to rural survivors, our study suggests a need for better distribution and explanation of survivorship care plans, as well as increased access to stable insurance, medical services, and mental health services.

Digital Storytelling for English Teaching at Alam Nurul Islam Integrated Islamic Junior High School Yogyakarta

Digital storytelling has been utilized in teaching and learning activities within EFL classrooms. Although the implementation of activities involving digital storytelling poses challenges, both teachers and students have derived benefits from such activities. This research has the objective to investigate how teachers implement digital storytelling in the classroom and the challenges encountered when utilizing digital storytelling to teach English. Employing a qualitative descriptive method, the research was conducted at Alam Nurul Islam Integrated Islamic Junior High School in Yogyakarta, involving two English teachers as participants. The researcher employed interviews to gather the data. The outcomes revealed that when integrating digital storytelling into English teaching, the teachers implemented three phases, namely the preparatory stage, teaching activity, and feedback session. During the preparatory stage, three activities were undertaken, including preparing materials, organizing equipment, compiling videos, and uploading videos. In the teaching activity stage, seven activities were carried out, namely brainstorming, presenting videos, identifying challenging vocabulary, facilitating group discussions, elucidating the video’s meaning, narrating stories by students, and uploading student video assignments. During the feedback session, three activities took place: commenting on videos, asking and answering questions, and providing feedback and assessment. Meanwhile, the challenges faced by teachers in implementing digital storytelling included a lack of skills in using devices and applications, difficulty in searching for content, a shortage of teachers’ creativity, and challenges in understanding students. The implication is that teachers can utilize these three steps to teach digital storytelling and devise solutions for overcoming obstacles.

Women's collectives and social support: exploring pathways and impacts among forcibly displaced women.

During humanitarian crises, women face both heightened vulnerabilities and a disruption to their social networks. Previous research points to the positive impact of women's collectives in low-income settings, but less is known about the distinct forms, mechanisms, and consequences of the social support that emerges from these collectives, particularly for women affected by conflict. Recognizing the importance of social support in such contexts, this study utilizes the photovoice methodology to examine the dynamics of social support across women's collectives in three distinct settings. This study recruited forcibly displaced women participating in women's collectives in Indonesia (n = 5), Jordan (n = 12), and Uganda (n = 11). Photovoice, a participatory research method that centers the voices of study participants, was implemented across 7-8 sessions in each setting. Participants took photographs in response to four prompts and then discussed their pictures and lived experiences related to social support in facilitated discussion groups. Transcripts were analyzed using thematic analysis and a mixed inductive and deductive approach. Across all study sites, participants highlighted the importance of five types of informal social support: emotional, instrumental, informational, companionship, and esteem support. Emotional support, one of the most prominently mentioned forms, served to buffer against stressors and enhance mental well-being. Instrumental and informational support facilitated meeting basic needs, accessing resources, and, in Uganda, improving members' physical safety. Companionship support fostered a sense of belonging and shared identity, while esteem support validated members' perspectives and aspirations and bolstered self-worth. In the Jordan collective, esteem support proved especially beneficial in countering the marginalization members experienced in their community. Findings underscore the critical role of women's collectives in providing diverse forms of social support to foster empowerment, agency, and resilience among forcibly displaced women. By centering the voices of participants and employing survivor-centered approaches like photovoice, this study amplifies the perspectives of women within these collectives, contributing to more inclusive and responsive humanitarian interventions. Future research should continue prioritizing women's experiences and research questions, ensuring that interventions address their needs effectively.

STUDENT EXPERIENCES TEACHING AN INTERPROFESSIONAL COMMUNITY-BASED HEALTH PROMOTION PROGRAM FOR OLDER ADULTS

Abstract Nine (N=9) undergraduate and graduate students collaborated on an interprofessional health promotion program in Spring 2023. Funded by the National Institute on Aging, this student-led program utilized Persuasive Hope Theory with older adult participants to increase their fruit and vegetable intake and exercise patterns in 1-hour weekly sessions. At four community locations for 15 weeks, students gained skills in team-teaching, facilitating group discussions and activities, and engaging in physical activity instruction with older adult participants. At the end of the program, students completed a modified Undergraduate Research Student Self-Assessment (URSSA). As a result of participating in this project, students report understanding and familiarity with the research process, following scientific protocols, problem-solving, and working collaboratively. Students also reported their motivations for joining a research study, satisfaction with working relationships with faculty members and opportunities to present their work, and how these experiences with gerontological research have influenced their career goals. The presenters of this paper are the students themselves, who will lend personal experiences and stories to these survey results. The factors contributing to successful student engagement in this project can be applied by other researchers working in community-based contexts.

Advancing Brain Health Equity in Puerto Rico: Highlights of the First “Puerto Rico Alzheimer’s Disease and Related Dementias Research Symposium”

AbstractBackgroundADRD is a major public health concern in Puerto Rico (PR) due, in part, to a rapidly aging population with high cardiovascular risk and admixed genetics. Although ADRD research has been slowly growing, systemic barriers, such as mass migration of scientists and socioeconomic inequalities, make research efforts increasingly difficult in the island. Compared to other Hispanic/Latinos in U.S. mainland, Puerto Rican Hispanic/Latinos in the territory remain less represented in ADRD research. Therefore, we held the first “Puerto Rico Alzheimer’s Disease and Related Dementias Research Symposium” in February 2023 with the aims of 1) enhancing knowledge, skills, and intellectual support for ADRD researchers, and 2) developing a blueprint for ADRD research policy.MethodApproximately 120 participants attended the 2‐day symposium in Ponce, PR. We held sessions showcasing local ADRD research, plenary sessions covering topics on grant and manuscript writing skills, building collaborations, applying research for advocacy, and the role of academia in ADRD research. In facilitated group discussions, participants identified challenges to advancing brain health research in PR in terms of goals, investigator support, dissemination, and public policy, as well as potential solutions. Emerging themes and next steps were considered during a plenary discussion at the end of symposium.ResultAcademic‐institutional barriers (e.g., lack of full‐time positions, career development opportunities, and mentoring) were identified as major challenges to research production in PR. Investigator‐level barriers identified were lack of research tools, skills and strategies, information on funding opportunities, and connections with potential collaborators. Policy‐level barriers identified were inadequate access to existing ADRD data sources, reduced monetary resources for infrastructure and human capital, and shifting priorities with changes in government.ConclusionAs ongoing goal, participants resolved to build the “Puerto Rico ADRD Research Consortium,” to address identified needs and challenges. ADRD public health efforts should be geared towards promoting a research culture: reducing the “brain drain,” creating and leveraging existing data sources, increasing ADRD research education and advocacy, and fostering partnerships among ADRD stakeholders to maintain a pipeline of innovative research. This research culture will potentially lead to advancing transformative brain health equity initiatives in PR.

Amplifying the voices of Black racial minorities in mental health research through public involvement and engagement: The importance of advisory roles.

Ensuring adequate representation and the active, meaningful and visible involvement of groups likely to be most impacted by research findings and/or the lack of research inquiry are increasingly acknowledged. This is particularly relevant for Black racially minoritised groups who are less visible as research participants and in patient and public involvement and engagement (PPIE) roles. Our viewpoint article sought to discuss reflections and insights on their involvement experience, with particular attention to perceived barriers and enablers to PPIE involvement. Qualitative data were collected as part of facilitated group discussions from nine Black racially minoritised experts-by-experience involved in a PPIE advisory group. Data were subjected to thematic analysis to identify key themes. Five main themes were identified that reflected factors linked to practicalities: role unfamiliarity, benefits for the larger community, acknowledgement of previous harm and mental health stigma. Given the existence and importance of the direct links between research and service and treatment innovations in health and social care, ensuring that those from underrepresented Black racial communities are meaningfully and equitably supported to have roles in advising and influencing research programmes should be prioritised and an ongoing consideration for different stakeholders, including research funders, researchers, healthcare providers and community leaders/representatives. This viewpoint article is a collaboration between lived experience stakeholders and researchers, comprising conceiving the original idea for the paper, its conceptualisation and data generation and the coproduction including editing of the manuscript.