Development Of Research Proposal Research Articles

DIFFICULTIES IN RESEARCH PROPOSAL WRITING

Background: Medical students face difficulties during research proposal development. This study aimed to identify proposal writing difficulties among medical students to provide better targeted research education. Methods: A cross-sectional study conducted in King Saud Bin Abdulaziz University for Health Science using a self-administered questionnaire, which included 21 items assessing the difficulty of proposal segments. A content validity was done and piloted. Cronbachs alpha and exploratory factor analysis were used to assess the reliability and construct validity of the questionnaire. Results: Two-hundred seventy-six participants responded with a response rate of 55%, 196 of which were males. The most common difficulty was in the statistical analysis section (70%) followed by finding full text articles (49%) then determining sample size (46%). The least common were writing ethical consideration (14%), objectives (17%) and describing study subjects (19%). Difficulty mean was significantly lower among students who have completed their research projects compared to those who have not (mean + SD) 2.91+0.45 vs 3.2 +0.43 with a p-value of < 0.001, respectively. GPA nor gender had an effect on the level of difficulty. Conclusion: Students face difficulties in proposal writing particularly sections related to analysis plan and finding related articles. Further research is needed to support and improve studentsability to write good research proposals.

Maximizing Research Impact in Higher Education: An Approach to Identify Essential Stakeholders and Ensure Use-Inspired Outcomes

A growing consensus suggests that scientific research should be use-inspired, thereby addressing the contemporary needs of society. Various studies and perspectives from different disciplines and industries underscore stakeholder engagement as essential to facilitate that objective. A structured process is presented that includes defining goals, identifying key stakeholders, brainstorming, consulting experts, stakeholder mapping, engaging with stakeholders, and adjusting plans to reflect stakeholder feedback. Involving stakeholders early in an initiative facilitates numerous benefits, including improved decision-making, greater stakeholder buy-in, improved problem identification, tailored solutions, risk mitigation, transparency, credibility, faster implementation, and potential for innovative ideas. An example of a stakeholder identification process is provided to strengthen research proposal development. This article is for researchers, practitioners, or businesses seeking guidance to better integrate stakeholders in their work or organization. The article is also intended for professionals entering the workforce who wish to include stakeholders to ensure tangible outcomes. Effective stakeholder prioritization requires a balanced and adaptive strategy that considers environmental resource, economic, and societal factors, ensuring solutions meet critical concerns within each industry's unique ecosystem and human needs. This article provides a decision-making framework to enhance research credibility by identifying essential stakeholder perspectives, making research outcomes more effective and impactful.

ASSESSMENT OF KNOWLEDGE, ATTITUDE, AND PRACTICE OF COMMUNITY PHARMACISTS TOWARDS ANTIMICROBIAL RESISTANCE AT YEKA SUB CITY, ADDIS ABABA, ETHIOPIA, 2023.

Background: Antimicrobial resistance (AMR) is a global health concern that poses significant challenges to healthcare systems worldwide. Community pharmacists play a crucial role in the appropriate use of antibiotics and the prevention of AMR. However, there is limited research focusing on the specific knowledge, attitudes, and practices of community pharmacists towards AMR in Yeka Subcity, Ethiopia. Understanding their current understanding and practices can provide valuable insights for targeted interventions. Objective: The main objective of this research is to assess the knowledge, attitudes, and practices of community pharmacists towards antimicrobial resistance in Yeka Subcity. The study aims to evaluate their understanding of AMR, their attitudes towards responsible antibiotic use, and their current practices in dispensing and counseling on antibiotics. Methods: The study will employ a cross-sectional design, utilizing both quantitative and qualitative data collection methods. A structured questionnaire will be developed to assess the knowledge, attitudes, and practices of community pharmacists towards AMR. The questionnaire will be administered to a sample of community pharmacists practicing in Yeka Subcity. In-depth interviews will also be conducted with a subset of participants to gain a deeper understanding of their perspectives. The data will be analyzed using appropriate statistical techniques and thematic analysis for quantitative and qualitative data, respectively. Workplan: The research will be conducted over a period of three-months. The workplan includes the following key activities: literature review, research proposal development, ethical approval, data collection tool development, recruitment and training of research assistants, data collection (questionnaire administration and interviews), data analysis, report writing, and dissemination of findings.

A Framework of Rhetorical Moves Designed to Scaffold the Research Proposal Development Process

Aim/Purpose: To provide a research proposal writing framework to help doctoral students argue and motivate their efforts at furthering the existing knowledge available to understand some phenomenon or theory. Background: I discuss how the cognitive process theory of writing and the science writing heuristic can lead to a set of rhetorical moves and question prompts that students can use to develop the content of their research proposals. Methodology: I searched the literature on research proposal writing and, more broadly, academic writing to locate teaching and learning concepts associated with my recent question prompt approach used to guide my doctoral students. I used search words such as “writing” and “question prompts.” My review led me to the cognitive process theory of writing and heuristic scaffolding. I searched further using keywords such as “rhetorical move” and “heuristic prompts.” I performed several iterations of literature searches and reviews. Contribution: Instead of guiding a linearly developed research proposal that begins with an Introduction and proceeds to a Literature Review and then a Research Design and Methods section, the framework reveals a research proposal’s underlying logical flow and content by describing five rhetorical moves: establishing a topic question from an interesting phenomenon, establishing research opportunities, selecting a research question, providing a tentative solution, and establishing a plan to investigate the solution. Thus, the framework contributes to scholarship about how educators can facilitate independent reflection and broader problem-solving at the doctoral research proposal development stage. Particularly for the social sciences, it reveals the promise of the cognitive process theory of writing, dual problem space model of reflection, and heuristic scaffolding as valuable theoretical perspectives for the supervision of the planning phase of doctoral research. Recommendations for Practitioners: Teachers and advisors may use the framework’s rhetorical moves and question prompts as cognitive scaffolds to help students navigate an ill-structured problem typical of doctoral research projects in the social sciences. The question type of scaffolding gives the research student more responsibility; rather than the thesis supervisor or advisor articulating a model or nominating the technique, they require the student to self-regulate and develop it independently. This helps deal with the oft-experienced circumstance in which the supervisor does not have time to interact directly and regularly with the student.

Exploring research impact; why it matters?

Making research impactful is becoming a vital part of research proposal development. Funding bodies now require evidence of clear dissemination strategies that demonstrate achievable broad impact from proposed studies. This review addresses what impact means in practice and how to achieve it. Research impact is defined as making real change in the real world. The review explores different kinds of impact, why it is important, the challenges faced, and planning for impact. Creative ways in which impact may be achieved, specifically through storytelling, utilizing infographics and animations are explored. The impact of social media platforms to maximize reach of potential research, alongside measuring impact is discussed. Researchers may need to develop new skills, to create impactful research outputs for global dissemination across several social media platforms. By utilizing methods that maximize engagement with target audiences, translating and implementing quality evidence into clinical practice may be achieved more rapidly.

Evidence for an enhanced HIV/AIDS policy and care in Cameroon: proceedings of the second Cameroon HIV Research Forum (CAM-HERO) 2021

To attain the HIV 95-95-95 goals by 2030 in Cameroon, high quality research to inform policy and patient care is of utmost importance. In the context of limited workforce and resources, collaborations, sharing of locally-adapted strategies and other field experience, leveraging on existing and innovative platforms would facilitate a coordinated and optimal AIDS response at country level. The second edition of the Cameroon HIV Research Forum (CAM-HERO) conference took place both physically and virtually on November 18 and 19, 2021 in Kribi, on the theme "Research for Policy and Care". This scientific event brought together Cameroonian HIV/AIDS researchers, experienced clinicians and regulatory authorities to foster i) the dissemination of research findings and facilitate translation into policy, ii) operational research collaboration, iii) identification of new research areas, and iv) capacity building. To achieve the set objectives during this event, a consensus on research priorities for accelerating the achievement of three 95 HIV goals in Cameroon were summarized; meeting sessions included 31 abstract presentations, 13 discussions, and presentations on various aspects of HIV research including ethics, administrative procedures and needs for capacity building; training of young scientists on guidelines for research proposal development toward ethical clearance was done; and a platform for discussion between researchers and regulatory authorities was conducted around the design and setting-up of a national HIV/AIDS research agenda. CAM-HERO 2021 brought together HIV researchers, experts and junior scientists around major programmatic challenges, evidence to translate into practice, research priorities on HIV/AIDS. Collaborations were reinforced, capacities were strengthened, and footprints were established towards a consensus on a national HIV/AIDS research agenda.

DEVELOPMENT OF RESEARCH PROPOSAL FOR ACADEMIC RESEARCH

A research proposal is a document written by a researcher which is a concise and coherent summary that provides a detailed description of the proposed program. Researcher has to follow a few basic steps in Research process where development of a research proposal is an important step and rst step. The goal of research proposal development persuades reader to believe the solution are appropriate, reasonable logic, practicable. Purpose of proposal is to to educate and convince the reader. Characteristics include length between ten and forty pages , following specic instructions and criteria for structuring, written in future tense and phrases similar with scientic articles .Research proposal has components that include Front matter comprising title Page, project Summary , Components of Proposal includes introduction , body, project proposal with statement of the Problem, proposed solution , program of Implementation, conclusions / recommendations , Back matter with bibliography , works Cited , qualications of writer and project implementers . budget , Appendices comprising format, cover page, title page, Lastly Summary brieng entire proposal. Academic research proposals need to convince the reader for its acceptance , if it is able to convince the reader about the ability of the Researcher and team in an organization to do the proposed work and how well it has been planned.

Best Practices in Research and Proposal Development- Zinnov’s Way – A Case Study

The case is intended to be used as a basis for classroom discussion rather than to illustrate either effective or ineffective handling of a management situation. The case has been written on the basis of generalized experience.This case, based on Zinnov, specifically deals with Research domain. The information on actual research practices is scarcely available in business colleges. Similarly the development of research proposal is extremely important learning topic for future researchers. The case highlights these two aspects in research. The work ensures originality.

Pelatihan Penyusunan Proposal Classroom Based Action Research bagi Guru Sekolah Dasar

TRAINING ON CLASSROOM BASED ACTION RESEARCH PROPOSAL DEVELOPMENT FOR ELEMENTARY SCHOOL TEACHERS. Classroom Based Action Research is a demand for elementary school teachers. Most teachers find it difficult to plan classroom action research. The PKM aims to: (1) improve the understanding of SDN Gayungan 2 teachers about planning; (2) increase the ability of teachers in planning. These PKM partners are teachers at Sidayu district. The method used in the service activities is the lecture and demonstration methods. Overall service activities can be judged to be quite good, seen from the success of the target number of trainees considered to be quite good, the achievement of training objectives is considered not good, the achievement of planned material targets is considered good, and the ability of participants in mastering the material is considered good.

Supporting postgraduates in research proposals through peer feedback in a Malaysian university

ABSTRACT The process of developing a research proposal is challenging for many postgraduates, especially with the restricted time for supervision and the dominance of supervisory unidirectional written feedback on postgraduates’ academic texts that leave almost no or limited space for students to negotiate and clarify their work with supervisors. Therefore, the current study focused on the opportunities and challenges afforded by peer feedback practices to 15 postgraduates in research proposal development in a Malaysian public university. The qualitative analysis of the observation, video recorded face-to-face (FTF) and online peer feedback and follow-up interviews showed that peer feedback assists postgraduates to identify issues related to focus and titles, formulation of research problem, objectives and questions, research contribution and significance, theory and literature review, methodology and alignment in research proposals. Peer feedback is also a vehicle for creating interactions and meaning negotiations. Although most of the postgraduates valued peer feedback, feedback practices are challenged by students’ initial lack of active participation in peer feedback, the issue of reliability of peers’ ideas and suggestions and hesitance and worries about sharing their work online. The study offers useful pedagogical implications for supervisors and researchers in maximising the value and uptake of peer feedback for postgraduates in their research work.

The semiotic web of the research proposal

Abstract Signs in the early stages of research (e.g. pathways, thoughts/ideas, and structured feedback) form a web that we call the semiotic web of the research proposal. This web is based on the unlimited semiosis of signs, the semiotic square of education, and the semiotic web of law. We start weaving this web by formulating a raw thought and a number of research ideas. Βy travelling various pathways, we develop patterns of thinking which in turn lead to several potential research proposals, one of which will become the chosen research proposal. We use the concept “semiotics of education” as our theoretical base for a heuristic tool, the semiotic web of the research proposal, to explore an aspect of educational research methodologies. Recognizing that overcoming habitual dualisms is a distinguishing feature of the semiotics of education, we open up the discussion about the extent to which the research proposal should be an integral part of the main supervision process and explore some of the possibilities surrounding this goal. The study highlights the evidence arising from a lifelong distance-learning programme in research proposal development and provides illustrative examples of the way in which educational principles have been translated into practice in a Greek university. This article is based on our presentation “The semiotic web of the research proposal” delivered at the conference Semiosis in Communication – Knowing and Learning, Bucharest, June 16–18, 2016.

Patients' early engagement in research proposal development (PEER-PD): patients guiding the proposal writing.

Patient engagement often starts after research funding is secured with little or no involvement of patients in the proposal development phase. This paper compares three levels of patient engagement and describes patients’ early engagement in research proposal development process and its contemporary relevance to clinical and translational research. Authentic patient engagement is illustrated using an example of an ongoing pragmatic clinical trial. The paper also addresses key patient considerations and questions that have an impact on the proposal development. The final section presents strategies to overcome challenges to the patients’ early engagement in research proposal development approach from the perspectives of both patients and researchers. Although the examples are from comparative effectiveness research, strategies discussed can be applied to all clinical and translational research.

Patient centered research to improve community involvement (PaRTICIpate) in diabetes self-management: a conference series for developing collaborations between researchers, stakeholders, and patients

BackgroundA patient-centered approach to research development is important to the creation of research evidence that is meaningful and beneficial to patients. Collaboration between patients, stakeholders, and researchers, where patients serve an integral role in all aspects of the research development process, is integral to achieving these twin objectives.ResultsThis paper presents a unique approach to engaging patients and stakeholders in research by describing a conference series focused on meaningfully integrating patients in each phase of the project. Through three meeting phases, patients were not only introduced to patient-centered research (PCR) concepts, but they also led discussions about diabetes self-management and developed PCR questions. A total of 17 questions were developed represented by four main themes: communication, patient knowledge and perceptions, diabetes prevention, and diabetes management. Through patient feedback, three research questions were each identified as immediate priorities for development into research project proposals.ConclusionTo our knowledge, the use of a conference series designed to teach patients about research, encourage collaboration across stakeholder groups, and write research questions has not been described in the literature. Moreover, this approach has proven successful in recruiting and retaining patient participation through the life of the project. This project has also identified a number of issues for consideration by future researchers looking to meaningfully engage patients in the development of research proposals.

Abstract C09: Building capacity to conduct cancer disparities research: Progress and evaluation of NCI CRCHD P20 GUIDE Project

Abstract The NCI CRCHD P20 partnerships aim to support collaborations between investigators at institutions serving underserved health disparity populations and under-represented students (ISUPS) and cancer centers with integrated cancer research programs. The P20 GUIDE (GSU-UICC-Disparities-Education) Training and Research Program is entering its third year of collaboration between the UI Cancer Center (UICC) and GSU. Early outcomes provide key insight into best practices to advance partnerships and training to support cancer disparities research. Aims: 1) Describe early outcomes of the NCI P20 collaboration between a cancer center and teaching institution. 2) Discuss midway program evaluation of training and education core of P20 collaboration to guide current/future collaborations to support workforce development, training, and education. 3) Examine data from undergraduate students and ESIs from ISUPS to evaluate progress and early lessons learned from a P20 collaboration aimed to increase the capacity of the ISUPS to conduct cancer disparities research. The P20 GUIDE Program enhances the capacity of GSU to conduct cancer disparities research through mentoring, education, training, and a pilot research project. The training, education, and mentoring program pairs 6 GSU ESIs with mentors from the UICC and University of Illinois at Chicago (UIC) NCI R25 Program. The training and education core exposes undergraduates from GSU to cancer disparities research through mentoring and a summer research immersion. The capacity of the ESIs from GSU to conduct cancer disparities research is enhanced through one-on-one mentoring; writing boot-camps to support peer-review manuscript development; health disparities coursework, which in turn supports grant development, research proposal development, and collaboration on a cancer disparities pilot research project. During the summer of Yr II, undergraduates from GSU participated in a 10-week summer research immersion that will be supported through ongoing mentoring and collaboration. Progress and outcomes from Yr I and II specific to the Training and Education Core of the partnership collaboration were assessed to determine the feasibility of the collaboration in achieving the aims of the P20 collaboration and to identify lessons learned midway through the collaboration to allow iterative program assessment and adjustment to support goals of the NCI CRCHD P20 partnerships. Lessons learned from the Training and Education Core demonstrate that the partnership-building collaboration is enhancing the capacity of ESIs from GSU to conduct cancer disparities research and support the development and advancement of other P20 or partnership development proposals. To date, 2 of the 6 ESIs from GSU have received tenure and were promoted to Associate Professors. Two of the GSU ESIs have collaborated on a peer-reviewed manuscript and national conference presentations with mentors from the UIC R25 Program and UICC. GSU also received a diversity supplement to support enhanced research collaboration between a GSU ESI and the pilot research team. Four of the 6 GSU ESIs are actively taking coursework at UIC in the health disparities certificate program. Three of the GSU ESIs are actively working on grant proposals that will be submitted by the end of Yr III, and two of the ESIs have submitted grant proposals pending review. The summer of Year II will also yield pre/post program data demonstrating effectiveness of the GUIDE Summer fellows program in increasing the interest/knowledge of careers in cancer disparity research among undergraduate students at GSU. Year II data will demonstrate mixed-method data on interest, progress, and needs among the GSU ESIs in developing a cancer disparities research portfolio. Key early lessons learned are the need for additional funding, course buy-out, and collaborative teaching opportunities to allow the ESIs from the ISUPS to further engage in cancer disparities research. Citation Format: Karriem S. Watson, Alicia K. Matthews, Kent Hoskins, Rupert Evans, Ifeanyi Beverly Chukwudozie, Stacey Rhodes, Erica Martinez, Marian L. Fitzgibbon, Catherine Balthazar, Robert A. Winn. Building capacity to conduct cancer disparities research: Progress and evaluation of NCI CRCHD P20 GUIDE Project [abstract]. In: Proceedings of the Tenth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2017 Sep 25-28; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2018;27(7 Suppl):Abstract nr C09.

Offshore teaching in chronic disease management: The Monash-Shenzhen experience

The important role of GPs and the high prevalence and burden of chronic disease in China have been discussed in other articles in this series, so there is no need to reiterate this background here. This article deals with the pedagogy of chronic disease management as presented to cohorts of Chinese GPs from Shenzhen attending an offshore program at Monash University in Australia. The program, which commenced in 2010, was 7 weeks in duration and has now expanded to 13 weeks, enabling greater coverage of important topics, more site visits, and instruction in teaching and research methods, along with development of research proposals often based on management of a chronic disease. Significance statement Since 2010, groups of GPs from Shenzhen have been trained at Monash University in Melbourne, Australia, as part of an agreement with the Government of Shenzhen to train GP leaders. This article describes the history and scope of the program. More than 200 physicians have now participated in the program, which currently consists of 13 weeks of offshore experiential learning in Melbourne. As we confront the epidemic of chronic noncommunicable disease, in addition to clinical training with a strong emphasis on systems of care for patients with chronic disease, the Shenzhen physicians receive research training and are expected to implement projects in their clinics in Shenzhen designed to improve the care of patients with chronic physical or mental illness.

Teaching evidence based medicine to fourth year medical students at Cyberjaya University College of Medical Sciences, Malaysia

Background. Recently many medical schools have incorporated Evidence Based Medicine (EBM) as part of their undergraduate teaching. The aim is to provide a firm base of EBM to the medical students early on, so that they can understand the importance of EBM. Medical schools are encouraged to teach EBM to students but yet the education setting, learner level, modes of instruction, skills covered and teaching methods are not standardized and varies worldwide. In Cyberjaya University College of Medical Sciences (CUCMS), EBM was incorporated in the curriculum since 2009. EBM concepts was taught formally to the MBBS students during four weeks Research and Evidence Based Medicine Course (REBM). Students were exposed to the various thinking processes, formulation of clinical questions, searching evidence, intermediate biostatistics, research methodology and critical appraisal. Besides that, Good Clinical Practice (GCP) and research proposal development also include in the course. The objective of this paper is to describe CUCMS experience of teaching EBM for undergraduate medical students. Methods. This report analysed students feedback using a questionnaire which included a Likert scale and open-ended questions. Result. Overall, three batches of students gave positive feedbacks regarding the course with constructive suggestions on room for improvement. Conclusion. From our first 3 years’ experience in conducting the course, we concluded that the four-week EBM course offered was practical in instilling EBM principles

Writing peer-reviewed articles with diverse teams: considerations for novice scholars conducting community-engaged research.

Given the growth of interdisciplinary and community-engaged health promotion research, it has become increasingly common to conduct studies in diverse teams. While there is literature to guide collaborative research proposal development, data collection and analysis, little has been written about writing peer-reviewed publications collaboratively in teams. This gap is particularly important for junior researchers who lead articles involving diverse and community-engaged co-authors. The purpose of this article is to present a series of considerations to guide novice researchers in writing for peer-reviewed publication with diverse teams. The following considerations are addressed: justifying the value of peer-reviewed publication with non-academic partners; establishing co-author roles that respect expertise and interest; clarifying the message and audience; using the article outline as a form of engagement; knowledge translation within and beyond the academy; and multiple strategies for generating and reviewing drafts. Community-engaged research often involves collaboration with communities that have long suffered a history of colonial and extractive research practices. Authentic engagement of these partners can be supported through research practices, including manuscript development, that are transparent and that honour the voices of all team members. Ensuring meaningful participation and diverse perspectives is key to transforming research relationships and sharing new insights into seemingly intractable health problems.

Outcome and impact of Master of Public Health programs across six countries: education for change.

BackgroundThe human resources for health crisis has highlighted the need for high-level public health education to add specific capacities to the workforce. Recently, it was questioned whether Master of Public Health (MPH) training prepared graduates with competencies relevant to low- and middle-income countries (LMICs). This study aims to examine the influence of the MPH programs geared towards LMICs offered in Vietnam, China, South Africa, Mexico, Sudan, and the Netherlands on graduates’ careers, application of acquired competencies, performance at the workplace, and their professional contribution to society.MethodsA self-administered questionnaire was sent to graduates from six MPH programs. Frequency distributions of the answers were calculated, and a bivariate analysis and logistic regression of certain variables was performed.ResultsThe response rate was 37.5%. Graduates reported change in leadership (69%), in technical position (69%), acquiring new responsibilities (80%), and increased remuneration (63%); they asserted that MPH programs contributed significantly to this. Graduates’ attribution of their application of 7 key competencies ‘substantially to the MPH program’ ranged from 33% to 48%. Of the 26 impact variables, graduates attributed the effect they had on their workplace substantially to the MPH program; the highest rated variable ranged from 31% to 73% and the lowest ranged from 9% to 43%. Of the 10 impact variables on society, graduates attributed the effect they had on society substantially to the MPH program; for the highest rated variable (13% to 71%); for the lowest rated variable (4% to 42%). Candidates’ attribution of their application of acquired competencies as well as their impact at the workplace varied significantly according to institution of study and educational background.ConclusionsThis study concludes that these MPH programs contribute to improving graduates’ careers and to building leadership in public health. The MPH programs contribute to graduates’ application of competencies. MPH programs contribute substantially towards impact variables on the workplace, such as development of research proposals and reporting on population health needs, and less substantially to their impact on society, such as contributing equitable access to quality services. Differences reported between MPH programs merit further study. The results can be used for curriculum reform.

Abstract ADV19: A mayo clinic cancer center spore-wide approach to advocacy.

Abstract The Mayo Clinica Inter-SPORE Advocates Group is to help all of the patient advocates at mayo become more educated and qualified. Our mission statement is: Support and improve each disease-specific SPORE advocace group through sharing ideas, information and experiences. The goals of the Mayo Clinic Inter-SPORE Advocates Group are: - promote a collaborative relationship among the disease specific SPORE advocate groups in support of SPORE research, education and activities - explore opportunities for collaboration on activities - support a collaborative relationship across the SPOREs to further the translational research goals of each SPORE - promote communications, education, and awareness among researchers, advcoates and patients - participate in development of research proposals and informed consent for SPORE projects and clinical studies The Mayo Clinic Inter-SPORE Advocates Group meets quarterly to share ideas information and experiences in its pursuit of a collaboratie relationship among the disease-specific SPORE advocate groups. Conference call-in is provided for those who cannot attend in person. The Group will continually assiss its efforts and look for opportunities to add value to the SPORE advocate groups. Citation Format: Mark Rieder. A mayo clinic cancer center spore-wide approach to advocacy. [abstract]. In: Proceedings of the 104th Annual Meeting of the American Association for Cancer Research; 2013 Apr 6-10; Washington, DC. Philadelphia (PA): AACR; Cancer Res 2013;73(8 Suppl):Abstract nr ADV19. doi:10.1158/1538-7445.AM2013-ADV19

Estrategia para fortalecer las capacidades de investigación en salud en universidades públicas regionales: rol del canon y del Instituto Nacional de Salud

The development of scientific health research requires a sustained and articulated research system that is consistent with the research priorities, as well as both internal and external funding, and availability of competent human resources. The Mining Canon, a constitutional right, has been partly used to foster applied scientific research in public universities (PU). In addition, the National Health Institute (INSTITUTO NACIONAL DE SALUD - INS) is devoted, among others, to promoting, managing and disseminating health research development at a national level. As part of these activities, a technical team was created to provide technical assistance to PU for research development using Mining Canon funds by making local adjustments to research protocols promoted by the INS and assumed by the professors-researchers at the Universities. This article aims at describing the reality of research at Peruvian public universities that have access to Mining Canon funds, as well as to elaborate on the work the INS is carrying out in order to strengthen research capabilities, starting with the development of research proposals that could potentially be funded by the Mining Canon.