research topics community medicine

Gavin Journals

Annals of case reports, journal of community medicine & public health.

About the Journal

Welcome to the " Journal of Community Medicine & Public Health " – an authoritative and high impact factor open access peer-reviewed journal publication dedicated to advancing knowledge and understanding in the fields of community medicine and public health. Our journal serves as a platform for researchers, practitioners, and policymakers to share their valuable insights and contribute to the global discourse on health and well-being.

Mission Statement

The mission of the "Journal of Community Medicine & Public Health" is to promote excellence in research and practice, fostering the exchange of ideas and information that can positively impact public health outcomes. We are committed to publishing high-quality, evidence-based research that addresses the diverse challenges and opportunities in community medicine and public health.

Scope and Focus

The Journal of Community Medicine & Public Health covers a broad spectrum of topics within the realms of community medicine and public health. We welcome original research articles, reviews, case reports, case studies, perspectives, any other types that address issues related to community medicine, public health, preventive medicine, epidemiology, health policy, environmental health, healthcare management, community-based interventions, and more.

Read More At Aims and Scope Page

Peer Review Process

All submissions to the "Journal of Community Medicine & Public Health" undergo a rigorous peer-review process to ensure the quality and integrity of the published work. Our team of expert reviewers evaluates manuscripts based on scientific merit, originality, methodology, and relevance to the field.

Open Access

We believe in the principle of open access to knowledge. The "Journal of Community Medicine & Public Health" is an open-access publication, meaning that all articles are freely accessible to readers worldwide. This facilitates the dissemination of research findings and promotes collaboration among researchers and practitioners.

Editorial Team

Our dedicated editorial team consists of accomplished professionals and researchers with expertise in community medicine and public health. They work diligently to maintain the highest standards of editorial integrity and to provide authors with constructive feedback to enhance the quality of their work.

Indexing & Abstracting

All published articles are assigned to Digital Object Identifier (DOI) – Crossref.

All published articles of this journal are included in the indexing and abstracting coverage of:

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• JGATE Indexing
• SHERPA/ROMEO
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• Pubmed - All NIH Funded Articles will be Indexed in PubMed
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All published articles are permanently  archived  and available at Gavin Publishers website in  HTML and PDF  formats.

Why Choose Our Journal

• High Quality Articles Published.
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• Indexing and Abstracting in Major Databases
• We maintain high standard peer review publications.
• We ensure optimum quality standard is maintained in every publication.
• Increased visibility of the publication and provides free, unrestricted global access.
• We provide higher readership, visibility and impact of your publications, we have dedicated marketing team to reach your work to broad audience.
• The authors reserve the copyrights of the article and articles are published under a Creative Commons Attribution License.

Contact Information

For inquiries, submissions guidelines , and other communications, please contact us at: [email protected]

Thank you for your interest in the "Journal of Community Medicine & Public Health." We invite you to explore our publications and contribute to the advancement of knowledge in these crucial fields.

(*) denotes the internal IF calculated by our EB experts.

Editorial Board

Richard Garland

Colin Owen D Cunha

Richard Huston Sewell

Shannyn Snyder

Michael T Doonan

Thomas Hulsey

Warren S. Eller

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Our mission is to increase the visibility, accessibility, reputation, usage and impact of quality, peer-reviewed, open access scholarly research journals globally, regardless of discipline, geography or language.

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24 Community-Based Research: Understanding the Principles, Practices, Challenges, and Rationale

Margaret R. Boyd Bridgewater State University Bridgewater, MA, USA

• Published: 01 July 2014
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Community-based research challenges the traditional research paradigm by recognizing that complex social problems today must involve multiple stakeholders in the research process—not as subjects but as co-investigators and co-authors. It is an “orientation to inquiry” rather than a methodology and reflects a transdisciplinary paradigm by including academics from many different disciplines, community members, activists, and often students in all stages of the research process. Community-based research is relational research where all partners change and grow in a synergistic relationship as they work together and strategize to solve issues and problems that are defined by and meaningful to them. This chapter is an introduction to the historical roots and subdivisions within community-based research and discusses the core principles and skills useful when designing and working with community members in a collaborative, innovative, and transformative research partnership. The rationale for working within this research paradigm is discussed as well as the challenges researchers and practitioners face when conducting community-based research. As the scholarship and practice of this form of research has increased dramatically over the last twenty years, this chapter looks at both new and emerging issues as well as founding questions that continue to be debated in the contemporary discourse.

It is best to begin, I think, by reminding you, the beginning student, that the most admirable thinkers within the scholarly community you have chosen to join do not split their work from their lives. They seem to take both too seriously to allow such disassociation. — C.W. Mills, (1959 , 195)

Community-based research challenges the traditional research paradigm by recognizing that complex social problems today must involve multiple stakeholders in the research process—not as subjects but as co-investigators and co-authors. It has roots in critical pedagogy, as well as critical and feminist theory, and is research centered on social justice and community empowerment. Community-based research is not a methodology; it is an “orientation to inquiry” where researchers and community stakeholders collaborate to address community-identified problems and investigate meaningful and realistic solutions. Community-based research came out of a growing discontent among academics, researchers, and practitioners with the positivist research paradigm and instead argues that research must be “value based” not “value free.” It is relational research that fosters both individual and collective transformation. Community-based research also challenges disciplinary silos and instead fosters a transdisciplinary research paradigm.

There has been a growing interest and expectation within academia and community organizations that campus–community research partnerships provide benefits and challenges. We have seen a proliferation of research partnerships, courses, workshops and trainings on how to collaborate with community partners in community-driven research projects. There has also been a substantial increase in the literature (books and articles) describing best practices providing exemplars, and discussing methodologies. Israel, Eng, Schulz, and Parker (2005) argue that within the field of public health “researchers, practitioners, community members, and funders have increasingly recognized the importance of comprehensive and participatory approaches to research and intervention” (3).

This chapter begins with a discussion of the historical roots and theoretical background to this form of inquiry and a clarification of terminology. I include a discussion of the rationale and evaluation literature that offers convincing evidence for new and experienced researchers to consider this alternative research paradigm. Building on the work of others, I discuss seven core principles of community-based research and a list of skills often useful in the practice of engaged scholarship. This chapter argues that, as community-based research continues to grow, it is important that our scholarship includes exemplars, reflection, evaluation, and a critical discussion of best practices. This chapter hopes to contribute to this discourse.

I cannot think for others or without others, nor can others think for me. Even if the peoples thinking is superstitious or naïve, it is only as they rethink their assumptions in action that they can change. Producing and acting upon their own ideas—not consuming those of others. — Freire, 1970 , 108

The epistemology of community-based research can be traced back to many roots—Karl Marx, John Dewey, Paulo Freire, C.W. Mills, Thomas Kuhn, and Jane Addams to name but a few. Community-based research as it is practiced today has been enriched by the diversity of thoughts, methodologies, and practices that has been its foundation. The practice and scholarship of community-based research can found in many disciplines: sociology, psychology, economics, philosophy, education, public health, anthropology, urban planning and development, and social work. Different historical traditions and academic disciplines have led to contemporary differences in the form or focus of engaged scholarship, but what has united many practitioners and scholars is a social justice mission and the desire for personal and structural transformation. Lykes and Mallona (2008) argue:

Critical pedagogy (Freire) and liberation theologies (Berryman, Boff, Gutierrez, Ruether, Cone) and liberation psychologies (Martin-Baro, Watts, and Serrano-Garcia, Moane) emerged within relatively similar historical moments characterized by widespread social upheavals including armed struggle and broad- based non-violent social movements. A belief that the poor could be producers of knowledge and lead the transformation to a new social reality. [114]

Today you can find community-based research pedagogy, practices and scholarship across disciplines and collaboration between disciplines including new areas such as medicine, native or aboriginal research, conflict studies, history, and archeology. The expansion of community-engaged scholarship as epistemology reflects an important paradigm shift towards understanding multiple ways of knowing and experiential learning as critical to good research practices.

While it is not possible to include an extensive summary of the history and development of community-based research here, a brief review is necessary to provide the context and rationale for this major epistemological paradigm shift across multiple disciplines. Wicks, Reason, and Bradbury (2008) identify the influence of critical theory, civil rights, feminist movements, liberationists, and critical race theory—“critiques of domination and marginalization” and “critical examination of issues of power, identity and agency” (19). The historical roots and scholars who, I believe, have most influenced the development of community-based research are critical pedagogy (Paulo Freire and John Dewey), critical theory (Karl Marx and C.W. Mills), the epistemology of knowledge (Thomas Kuhn), and feminist theory (Jane Addams).

While Marx is noted for his writing about the conditions of the working class in Europe and his theories of alienation and oppression under capitalism, he was also an active participant in the French Revolution. According to Hall (cited in Ozerdem and Bowd, 2010 ) Marx was not only doing research and theorizing about the working classes but actively working with the workers to educate and raise consciousness. In addition to building theory, Marx and Engels sought to radically change and improve the political, economic, and social structure of society. The need to work with those most disadvantaged to challenge institutional inequality and power relationships is reflected in the principles of community-based research today. Many academics and scholars working from a critical theoretical perspective found a synergy with the principles and practices of community-based research.

Within education, John Dewey and Paulo Freire were reformers, activists, and key figures working to challenge traditional pedagogy and positivist research practices. Both were very influential in connecting research, theory, action, and refection to social reform. John Dewey (1859–1952) questioned the relevance of much of what was considered “education” by asking, “How many found what they did learn so foreign to the situations of life outside the school as to give them no power or control over the latter” (cited in Noll, 2010 , 8). Dewey saw educational institutions as agencies of social reform and social change through providing opportunities for learning and engagement with the world beyond the classroom. Summarizing Dewey, Peterson (2009) wrote:

Dewey believed that learning is a wholehearted affair; that is, you can’t sever knowing and doing, and with cycles of action and reflection, one’s greatest learning occurs. Dewey was interested in the learning that resulted from the mutual exchange between people and their environment. [542]

Dewey argued that learning—action and reflection—must take place in commune with one’s environment. Learning is co-created rather than unidirectional; a challenge to the traditional view of knowledge transfer from teacher to learner. Co-education and co-learning are key principles of community-based research.

Paulo Freire (1921–1997), the founder of critical pedagogy, also challenged conventional educational pedagogy and traditional research paradigms and saw education’s potential as liberation from oppression. His most famous and widely distributed book, Pedagogy of the Oppressed (1970) , was a call to action for both teacher and student to work together for social change and social reform. Freire saw learning as a two-way process involving “conscientization”—critical analysis and reflection leading to action. It is only through theory and practice, action and reflection, that real social change is possible. He also saw that the poor and oppressed can and must be leaders of their own liberation. Freire’s work—in challenging pedagogy and demanding researchers and academics to work with and learn from those most oppressed—has greatly influenced the practice of community-based research today.

Sociologist C.W. Mills also influenced critical pedagogy and engaged scholarship. In his classic work The Sociological Imagination (1959) he wrote:

An educator must begin with what interests the individual most deeply, even if it seems altogether trivial and cheap. He must proceed in such a way and with such materials as to enable the student to gain increasingly rational insight into these concerns, and into others he will acquire in the process of his education.... [187], We are trying to make the society more democratic. [189]

Similar to Freire, Mills challenged the social sciences to educate and through experiential education to foster democratic citizenry. Mills saw the connection between personal troubles and public issues and the role of sociology in helping others see the larger structures in society and how they reinforced inequality.

Another scholar who had a major influence on the development of community-based research is Thomas Kuhn in his classic book The Structure of Scientific Revolutions (1996). Kuhn’s work regarding the theory of the subjective nature of knowledge raised epistemological questions of “how we know what we know” and “what it is that we value as knowledge” (Wicks, Reason, & Bradbury, 2008 ). This became critically important in the development of engaged scholarship as academics and researchers began to respect and validate local knowledge, expertise, and other ways of thinking as equal to the knowledge and skills they could offer. Kuhn’s work led to questions about the privileged position of the researcher and how this privilege has denied or denigrated the experiential knowledge and understandings of oppressed groups.

It is also important to note the influence of feminist theory, in particular Jane Addams, on the development of community-based research and scholarship. Addams (1860–1935), a social activist and sociologist, played a key role in the development of engaged scholarship and community research. Naples (1996) writes that feminists argued for “a methodology designed to break the false separation between the subject of the research and the researcher” (160). Addams employed hundreds of women to go into their communities to interview, observe, and understand the experiences of other immigrant women in Chicago early in the twentieth century.

Addams also saw the need to make research relevant to the communities in which it originated. Much of the data gathered in Chicago was published as Hull House Maps and Papers (1895) and was for the benefit of the community, not for an academic audience. Her focus was social justice and social change, not theoretical conceptualizations of urban poverty. In writing about Jane Addams and the Chicago School, Deegan (1990) stated that Addams wrote “all the book’s royalties would be waived as we have little thought about the financial gain” (57). Deegan goes on to argue that Addams’ interests were in “empowering the community, the laborer, the elderly and youth, women and immigrants” (255). Addams, similar to Dewey and later Freire, was also very critical of traditional education, which reproduced inequality. Deegan (1990) writes that Addams articulated a goal of “generating reflective adults” (283).

Definitions, Terminology, and Subdivisions

We have exemplars of the methods of participatory research and canons for their practice, even if we cannot as yet agree on a single name. — Couto (2003 , 69)

Clarification of terminology is necessary before beginning a discussion of the principles and skills of community-based research,. Broadly defined, campus–community research collaboration can be referred to as community-based research (CBR), community-based participatory research (CBPR), collaborative research, engaged scholarship, participatory research (PR), participatory action research (PAR), action research (AR), aboriginal community research, popular education, participatory rural appraisal, public scholarship, university–community research collaboration, co-inquiry, and synergistic research. New terms and subdivisions continue to emerge. Strand, Marullo, Cutforth, Stoecker, and Donohue (2003a) suggest that practitioners of CBR come “from within and outside academia and work in areas throughout the world—all of which makes any commonly-accepted definition problematic” (6).

It is not my intent here to minimize or ignore the different historical roots or traditions reflected in the above forms of campus-community research, but a discussion of the distinct nature of each is beyond the scope of this chapter. Acknowledging that there are differences, this chapter will focus on commonalities and core principles that can apply broadly to campus—community research partnerships. Generally, the term “community-based research,” or CBR, is used here, although I have tried to include the terms used by authors when describing their own research. Other scholars have also focused on similarities rather than differences. Atalay (2010) suggests that, “regardless of the terminology used, the central tents remain the same” (419). CBR aims to connect academic researchers with individuals, groups, and community organizations to collaborate on a research project to solve community-identified and community-defined problems. CBR is intended to educate, empower, and transform at the individual, community, and structural level to challenge inequality and oppression.

While using a broad brush to be inclusive of all campus–community research partnerships, it is important to address what I see as two important differences in the goals and outcomes within CBR. For many practitioners, the ideal is a long-term, collaborative, and egalitarian partnership that builds community, fosters transformation, and promotes social change. Academics conduct research with and for the community, and all participants teach and learn in a synergistic relationship. Clayton, Bringle, Senor, Huq, and Morrison (2010) argue that campus–community relationships can be short term (transactional) or, ideally, a partnership in which both parties grow and change because of a deeper and more sustained (transformative) relationship.

For others, (e.g., McNaughton & Rock, 2004 ; Nygreen, 2009 –2010) the relationship between academic researchers, the university, and the community is always contentious, and power is rarely equal. For this reason, some CBR practitioners advocate community members learn the skills and knowledge necessary to conduct their own research within their communities. Nyden, Figbert, Shibley, and Burrows (1997) write, “Participatory Action Research aims at empowering the community by giving it the tools to do its own research and not to be beholden to universities or university professors to complete the work” (17). Academic researchers within this tradition are looking to empower local communities to be researchers and authors of their own transformation. The goal is to foster self-determination and self-reliance of the disenfranchised and powerless so they can be self-sufficient ( Park, 1993 ).

From this perspective, a long-term or sustained partnership with academic researchers could be seen as exploitive and disempowering.

Another major difference is that. for many, the goal of CBR includes pedagogy ( Strand, 2000 ). CBR provides an opportunity to involve students in a research project with community partners, often as part of their curriculum requirement. Strand, Marullo, Cutforth, Stoecker, and Donohue (2003b , xxi) suggest CBR is a way to “unite the three traditional academic missions of teaching, research and service in innovative ways.” CBR as pedagogy can bring students together with faculty and community partners to address community problems, as well as learn valuable skills regarding democratic research processes, communication, and civic responsibility. Porpora (1999 , 121) considers CBR “the highest state of service learning” and important as a way to promote engaged citizenship among students. There is an extensive body of research discussing the benefits, challenges, and practice of CBR as pedagogy that has generally found substantial benefits to students.

What is meant by “community” within the term community-based research requires some clarification. Alinsky (1971 , 120) noted that “in a highly mobile, urbanized society the word ‘community’ means community of interest, not geographic location.” This suggests a collective identity with shared goals, issues, or problems, or a shared fate ( Israel, Eng, Schultz & Parker, 2005 ). This has been particularly evident in the growing number of international community–researcher collaborative partnerships. Pinto et al (2007) writes:

International researchers need to become members, even if from afar, of the communities that host their studies, so that they can be part of the interactions that affect social processes and people’s understanding of their behaviors and identities. These interactions may occur at physical, psycho-social and electronic levels, encompassing geographic and virtual spaces and behaviors, social and cultural trends, and psychological constructs and interpretations. [55]

Accepting that today individuals and groups can participate in numerous “communities of interest” at the local and global level, many exemplars of CBR are situated in geographically defined communities. The community, however, is rarely a unified or homogenous group. It often includes groups within groups, competing and contentious factions, and members with diverse perspectives, needs and expectations ( Atalay, 2010 ). The diversity of participants within CBR projects reflects both the strengths and the challenges of engaged scholarship and will be discussed later in this chapter.

A final clarification with regards to CBR is that it is not the same as community organizing or advocacy. CBR includes scientific investigation respecting research ethics, methodologies, and analysis. CBR practitioners and community partners are seeking knowledge and understanding through data collection and analysis. The findings will inform decisions as to community organizing, social action, or advocacy work. Fuentes (2009 –2010, 733) makes the distinction between “ community organizing ,” which usually focuses on the development and support of leaders and “ organizing community ,” which “centers on community building, collectivism, caring, mutual respect, and self-transformation.” CBR is about organizing community to create research partnerships to address inequalities. Another misconception is that CBR is a form of public service. Public service implies a one-way transfer of knowledge, expertise, and action from the campus to the community. CBR is a multi-directional process that results in shared and collaborative teaching, learning, action, reflection, and transformation.

We both know some things, neither of us knows everything. Working together, we will both know more, and we will both learn more about how to know. — Maguire (1987 37–38)

There is universal agreement that research is critical in terms of planning, implementing, and evaluating policies and programs. Nyden and Wiewel (1992 , 44) state, “research is a political resource that can be used as ammunition” to provide credible evidence regarding funding, programs, and or policy decisions. So why do CBR? For engaged scholars and activist working within a CBR paradigm, the reasons for doing so are numerous—personal and structural transformation, co-education, community empowerment, capacity building, and a belief in the need to democratize the research process. Even though engaged scholarship has not always been given the support and resources needed within academia, many argue that it is the only type of research that really makes a difference. Reason and Bradbury (2008) assert “indeed we might respond to the disdainful attitude of mainstream social scientists to our work that action research practices have changed the world in far more positive ways than conventional social science” (3). Rahman (2008) in summarizing the early work of Budd Hall in the 1970s states, “Participatory Action Research is a more scientific method of research because the full participation of the community in the research process facilitates a more accurate and authentic analysis of social reality” (51).

For many engaged scholars, ethical research requires working with and for individuals and groups, not doing research on or about subjects. Collaboration with multiple stakeholders allows for an opportunity to re-conceptualize problems and come up with innovative solutions. For many, this form of research is “more than creating knowledge; in the process it is educational, transformative and mobilization for action” ( Gaventa; 1993 ; xiv–xv). Community-based researchers acknowledge that this form of inquiry is not the only way, but often it is the best way to address the magnitude and complexity of contemporary social programs. It requires researchers across disciplines and from multiple perspectives, together with activists and community members, to join as equal partners and to think about and strategize solutions that are meaningful and beneficial to them. The benefits of combining scientific methods and lived experiences to re-conceptualize problems and find solutions are clear. Involving community stakeholders in all stages of the research process also increases the chances that solutions will be relevant and meaningful to community members. CBR is ideally situated to inform best practices as it is research generated from the ground up.

For more traditional social scientists, the reasons for considering CBR may reflect pressure from outside funders or community members. There has been a growing frustration with traditional research that the findings have not been applied or benefited the community or broader society. Nyden, Figert, Shibley, and Burrows (1997 , 3) state, “Traditional academic research has focused on furthering sociological theory and research” and not social action or social justice. Forty years ago, Fritz and Plog saw traditional research methods as no longer viable within archeology, stating:

We suspect that unless archaeologists find ways to make their research increasingly relevant to the modern world, the modern world will find itself increasingly capable of getting along without archaeologists. [ Cited in Atalay, 2010 , 419].

This concern has been raised within other disciplines and is reflected in the development of CBR and scholarship.

There are also very good reasons for institutions of higher education to align their mission to reflect a commitment to serve. Boyer (1994) suggests that the historical roots of higher education as a service to the community and a “public good” have diminished. He argues for the “New American College”—an institution that celebrates and fosters action, theory, practice, and reflection among faculty, students, and practitioners to solve the very real problems facing communities today. Colleges and universities must respond to and engage with communities to listen, learn, and work together on solutions. Netshandama (2010) describes how the University of Venda in South Africa changed over the course of four years to “align its vision and mission to the needs of the community at local, regional, national, continental and international levels” (72). Netshandama (2010) argues that the university did not just support faculty or add resources; their vision was to “integrate community engagement into the core business of the university” (72).

Methodology and a Transdisciplinary Paradigm

CBR is not a research methodology. Researchers and community members use a variety of methods to gather data about a community issue or problem and then seek solutions. It reflects a radical paradigm shift away from positivist methods of inquiry to what Leavy (2011) refers to as “a holistic, synergistic, and highly collaborative approach to research” (83). It can be best understood as a “ philosophy of inquiry ” ( Cockerill, Meyers, & Allman, 2000 ) or an “ orientation to inquiry ” ( Reason & Bradbury, 2008 ) that seeks to create participative communities of inquiry to collaborate to address community problems. Practitioners of CBR recognize and value multiple ways of knowing and do not privilege the knowledge or skills of the researcher over local experiences, skills, and methodologies. Torre and Fine (2011) suggest that PAR “represents a practice of research, a theory of method and an epistemology that values the intimate, painful and often shamed knowledge held by those who have most endured social injustice” (116). At its best, CBR reflects a democratization of the research process and a validation of multiple forms of knowledge, expertise, and methodologies. It is a shift away from research “subjects” to research collaborators and colleagues.

Although CBR is not a methodology, it does address the recent methodological questions concerning the role of “reflexivity” in research design and practice. Subramaniam (2009) states, “After adopting reflexivity as a valid research process, the researcher must make decisions about her status vis-à-vis those being researched and become conscious about their status in relation to her, the researcher” (203). This has led to further methodological questions concerning the validity of traditional binaries such as “researcher/researched,” “insider/outsider,” and “objective/subjective.” These statuses are addressed openly and critically in CBR projects. For example, critical psychologists often face an ethical dilemma when involved in CBR projects. Baumann, Rodriguez, and Parra-Cardona (2011 , 142) refer to this dilemma, citing the American Psychological Association (APA) Code of Ethics that states psychologists must refrain from “multiple and dual relationships with clients and community members.” For CBR practitioners, research is relational. Scientific “objectivity” is problematic and does not strengthen the validity of research outcomes.

CBR lends itself to mixed method design and often reflects a transdisciplinary research paradigm. According to Leavy (2011) , “Transdisciplanarity is a social justice oriented approach to research in which resources and expertise from multiple disciplines are integrated in order to holistically address a real-world issue or problem” (35). Leavy argues that “transdisciplanarity does not mean the abandonment of disciplines (34)” but rather knowledge gained through this form of inquiry transcends traditional disciplinary silos. I would agree that CBR reflects a “transdisciplanary research paradigm” and that this also includes community scholars outside academia.

Although data can result from many methods, there are core principles or tenets of CBR that are generally agreed upon by most practitioners. Scholars do disagree on the number of core principles. However, the unique nature of every CBR project allows for flexibility and differences. The principles represent guidelines or best practices, and are helpful for setting goals and for praxis,—continuous reflection, and action. They are also interconnected and interdependent. Each principle can be conceptualized along a continuum. For example, Schwartz (2010) suggests that PAR can include research that has minimal collaboration to projects that have full participation of all stakeholders in every stage of the research process with most projects falling somewhere in the middle.

Principles of Community-Based Research

Strand, Marullo, Cutforth, Stoecker, and Donohue (2003) suggested three core principles that define CBR: collaboration, democratization, and social action for social change and social justice. Atalay (2010) expands on these three and suggests five core principles of CBR: community driven, participatory, reciprocal, power sharing, and action oriented. As the number of community-based researchers, practitioners, projects, and disciplines involved has multiplied and the scholarship of CBR has increased, so have the number of core principles. Leavy (2011) suggests seven principles: collaboration; cultural sensitivity, social action and social justice; recruitment and retention; building trust and rapport; multiplicity and different knowledges, participation and empowerment; flexibility and innovation; and representation and dissemination. Still other practitioners have identified nine ( Puma, Bennett, Cutforth, & Tombari, 2009 ; Israel, Eng, Schultz, & Parker, 2005 ).

An understanding of the core principles that define CBR is important, but how each principle is negotiated and understood will reflect contextual, social, and historical differences within each project. Synthesizing and building on the work of others, I discuss seven principles of CBR that I believe represent best practices within this orientation to inquiry: collaboration, community driven, power sharing, a social action and social justice orientation, capacity building, transformative, and innovative. Summaries of CBR projects are also provided as brief case studies. They are intended to reflect the challenges and benefits of this work and how the principles of CBR are negotiated and reflected in unique ways.

Collaboration

Collaboration between the researcher and community is a fundamental principle of CBR. It is defined as working in partnership with all stakeholders to identify, understand, and solve real problems facing their community. Collaboration happens in all stages of the research process—including problem definition, methodological decisions, data collection and analysis, dissemination of the findings, and evaluation of the project. Collaboration between the researcher and the researched is a fundamental paradigm shift from the traditional scientific method. Within CBR, the distinction between the researcher and the researched is no longer valid or acceptable. This does not remove differences between stakeholders or between community members and researchers but rather recognizes and validates different ways of knowing, experiences, skills, and methods equally. Mandell (2010) states:

Ultimately, what the activist sociologist has to offer social change organizations is her or his detachment from the immersion in the work, grounding in social change theoretical perspectives and the power to ask questions and to make outside observations. The outsider perspective of an action researcher with the insider views of community partners makes for a powerful combination. [154]

To collaborate with community members it is critical that the project is transparent and inclusive of all stakeholders. It is a reflective process that continues throughout the project and is based on trust, respect, and equality between all participants. Mandell (2010) states that a “successful trust filled researcher-community partnership is built over time, through rigorous self-examination and regular communication” (154). Trust can often be fostered by researchers participating in additional community events and activities and by attending celebrations that are not directly related to the research project. Listening to and supporting participants ‘own professional and personal goals also fosters trust and builds collaboration ( Baumann, Rodriguez, & Parra-Cardona, 2011 ).

To foster collaboration, the researcher needs to understand some basic principles of group processes and group dynamics. CBR success depends on participatory democracy and open communication between members. This facilitates understanding and enables all members to share their strengths and skills, to set priorities, and to accomplish tasks. However, inclusivity and collaboration with multiple stakeholders can lead to questions about project size. Generally, large projects with multiple stakeholders can lead to hierarchies in decision making and discussion and may leave some voices silenced. Small projects with few members can lead to concerns about burnout and/or reinforcing power inequality within the community. There is no ideal size for maximum collaboration. Each project will need to negotiate and reflect upon collaboration and inclusivity in an ongoing dialogue or “multilogue” with the community. Sometimes community education about what CBR is may be necessary before collaboration is possible. This can add months or years to the expected timeline and may alter the original CBR project.

Case Study: A CBPR Project in Catalhoyuk, Turkey

Atalay (2010) was involved in an archeological excavation site in Catalhoyuk, Turkey, and wanted to include the community in a CBPR project. She stated that her first priority was to “[d]etermine if the community was interested in becoming a research partner, and what their level of commitment was. This required substantial up-front investment both to explain CBPR and to demonstrate how their role as collaborators would differ from their previous role as excavation labor or ethnographic informants” (422). In conducting interviews with local residents to invite collaboration, individuals felt they could not contribute to the research partnership until they received “archeology-based knowledge.” Atalay found that “contrary to what I had initially expected, the first several years of the project focused on community education rather than on developing and carrying out an archeology, heritage management or cultural tourism-related research design” (423).

The CBPR project started with archeology education that resulted in “an annual festival, archaeological lab-guide training for village children and young teen residents, a regular comic series (for children), and a newsletter (for adults)” (423). After some time, Atalay began moving the community towards a research partnership. The CBPR project initiated a local internship program and archeological theatre. Both were community-led and community-driven projects that fostered capacity-building and recognized the importance of local knowledge and experiences. Atalay acknowledged that the work was slow and did not take the direction she had initially intended. However, she argues that “collaborative research with communities in a participatory way offers a sustainable model, and one that enhances the way archeology will be practiced in the next century” (427).

This CBPR project illustrates that collaboration is only possible when partners are not only seen as equal by the researcher but when they experience it themselves. Freire (1970) reminds us we must always begin where the community is: “All work done for the masses must start from their needs and not from the desire of any individual, however well intentioned” (94). Atalay’s work also reflects the challenges and benefits of collaborative research partnerships. Problems and solutions are identified by the community and it is the community that is the primary beneficiary of the research project.

Community Driven

Classic social science research focused on social problems that the researcher and the academic community defined as important or worthy of study. Generally, a research project was initiated and controlled by the researcher. It was the researcher who benefited and subjects were often treated as objects. CBR was a response by engaged scholars and practitioners to end exploitive and oppressive research practices that left community problems intact, inequality unchallenged, and often community members feeling used. Ideally, community-based projects should be community driven from conception to dissemination of the findings and evaluation of the project. Comstock and Fox (1993) suggest that local communities and workplace groups should decide on the nature of the problem and participate in the investigation of local and extra-local forces sharing their lives. Collectively they may decide to take action based on the research findings.

However, Maguire (1987) suggest that “realistically, such projects are often initiated by outside researchers” (43). If many CBR projects do not originate within the community, how can practitioners and researchers foster community - driven projects? Whether the community is local or global, participants in CBR projects will often have conflicting interests, sentiments, expectations, and priorities. To be inclusive and have all stakeholders as participants in the research project means tension, conflict, and challenges are inevitable. Bowd, Ozerdem and Kassa (2010) remind us that:

Participation literature is also criticized for ‘essentializing’ the word community as a homogeneous entity where people have egalitarian interests to produce knowledge, work with partners and decide on matters of common good in undisputed manners. In reality however, communities are characterized by protracted ethnic, linguistic and professional cliques and interest groups. [6]

Engaged scholars and practitioners need practice, patience, skills, and knowledge to ensure all stakeholders are heard and encouraged to participate. Democratization of the research process requires participatory democracy within the community, and this cannot be expected or assumed.

It is also important to ask who speaks for the community. For example, community-based researchers and practitioners have been heavily criticized for not paying close attention to the exclusion of and silencing of women within many CBR projects—the continuing “androcentric paradigm” of social science research methods ( Maguire, 1987 ; Decker, 2010 ). Maguire (1987) writes, “Women are often invisible, submerged or hidden in case study reports or theoretical discussions. Gender is rendered indistinguishable by generic terms like ‘the oppressed,’ ‘the people,’ ‘the villagers,’ and ‘the community’” (48). The challenge of CBR is that often the most oppressed within the community lack any organizational structure or resources to participate in research projects. It is critical for engaged scholars and practitioners to be conscious of who is participating in, excluded from, or silenced in CBR projects and take responsibility for encouraging and supporting the most disenfranchised to participate equally. It is often the researcher or “outsider” who is best situated to see who is excluded and what must be done to rectify this.

Power Sharing

Knowledge, discussion, and reflection about power, power sharing, and power dynamics within the community are critical for successful partnerships. Engaged scholars and activists need to encourage, support, and foster a climate where all stakeholders and researchers share power. This can be difficult when researchers often have privileged statuses that can intimidate or silence community partners. For the researcher it is often difficult to cede power and control to community members who may have less formal education or training in research methods or less knowledge of the larger issue. However, Mdee (2010) address this problem in her PRA project in Tanzania and argues: “absolute equality in the process is an impossibility given imbalances in knowledge, power and resources, and it is not helpful to pretend otherwise” power sharing is necessary and fundamental to CBR partnerships. Shared decision making includes problem definition, methodological concerns, analysis and dissemination of the findings, funding and budgetary decisions, where and when to hold meetings, as well as ethical questions such as whether to pay participants. While community-based researchers and practitioners may believe in the principle of power sharing, they may be unaware of their privileged status that continues to influence and inhibit collaboration.

Case Study: Youth Empowerment at an Alternative High School

Nygreen (2009 –2010) discusses the challenges and dilemmas of a PAR project she undertook with recent graduates and current students in an alternative high school to “examine issues of social and educational inequality” (17). Nygreen found that, over the course of the two-year project, there was high turnover of student participation, several group conflicts, and although the youths said they learned a great deal, she saw little evidence of social change. Through reflection it became clearer that wanting and believing in equitable partnerships is not the same as achieving it. She found that, in working with youth on issues of social justice, understanding power dynamics was important. She said, “I insisted that we all had an equal voice in decision-making and we were all accountable to each other. In reality, though, my posture reflected a false egalitarianism that obscured and reinforced real power differences. Despite my promises that the youth could veto decisions they did not like, I was the only member of the group with absolute veto power.” (18)

Nygreen acknowledges that PAR in and of itself does not necessarily negate the problems related to power inequality. Although PAR seeks to equalize power between participants, “in practice PAR projects may quite easily reproduce and exacerbate power inequalities while obscuring these processes through a discourse of false egalitarianism (19).” She explains, “I conflated the political and ethical values of PAR with the practice and process of PAR. What I learned, instead, is that no series of methodological steps can protect a social scientist from the dilemmas of power, authorship, and scale” (28). She advocates a “de-coupling” of the method of PAR from the political and ethical values that inform it. This PAR project highlights the critical tensions she experienced between the values of PAR and the practice of PAR. Nygreen identified the dilemmas of power and privilege—including white privilege when university-based researchers work with historically oppressed communities—and reminds us that critical reflection through dialogue and the complexities of power relations must be understood.

Although much of the research concerning power within CBR projects has focused on the imbalance between the researcher and the community, we must understand the multifaceted and fluid nature of power as it is negotiated and experienced within communities. Bowd, Ozerdem, and Kassa (2010) suggest that “participation literature seems to be infested with binary models of power such as the urban elite and the rural poor, the uppers and lowers, the north and the south, academics and practitioners. Power relationships, however, are fluid and do not usually fall into such rigidly stated categories” (6). Participation within CBR projects can reflect local hierarchies, and therefore “empowering” the community may reinforce inequality. Bowd, Ozerdem, and Kassa (2010) state, “Whilst the theoretical basis for these approaches may be well intentioned, in practice participation is not an emancipatory exercise for many due to the fact power dynamics within societies and communities are not accurately and comprehensively understood by those who instigate the use of such approaches. Thus local knowledge is a construct of the powerful” (15). CBR practitioners and engaged scholars must better understand power and how it gets used and negotiated within the community and within the research partnership. This demands reflexivity, a willingness to cede power, and an ability to recognize and challenge powerful community individuals and groups. Capacity building is one way to begin to empower those most disadvantaged and silenced by building skills and knowledge at both the individual and community level.

Capacity Building

CBR practitioners seek to build capacity within the communities they work with. This means that the researcher and practitioner organize, facilitate, motivate, train, educate, and foster community members, groups, and organizations to become architects, leaders, and authors of their own histories. The principle of capacity building requires that researchers not only “do no harm” but that they also leave communities empowered and strengthened as a result of the research project. Participants co-learn research and advocacy skills, communication and group working skills, and about participatory democracy. The skills and knowledge learned can be transferred and applied to other projects or personal experiences. Capacity building extends the goals of CBR beyond the immediate project to the future. In doing this, community-based researchers recognize local knowledge, skills, expertise, and resources and help participants see these strengths within their community.

Social Change and Social Justice Orientation

The commitment to social change and social justice work within CBR projects is often multidimensional and multilayered; there is an expectation that participation in the project will lead to personal transformation, community empowerment, and macro-structural changes. Involving those most affected by issues and problems within their own communities in the research process is an act of social justice. Collaboration and power sharing within the research process is empowering. Fiorilla et al. (2009) summarize the experiences participants shared as a result of their involvement in a CBR project involving students and women who were experiencing homelessness.

The students report how growth and change in the relationship is accompanied by listening with warmth, and empathy, and genuineness. For Dawn and Laura, however, this is not enough. The research process for them must move beyond this to having their experiences and expertise acknowledged and applied to action, action aimed at developing solutions for the problems they see as meaningful in their lives and others within their community for whom they give voice. The student researchers also underlie the power of sharing stories as they begin to connect as co-researchers, co-creators and, as they articulate, most importantly, as women. [9]

It is important to acknowledge that CBR has primarily but not exclusively focused on empowering disenfranchised individuals and communities. Partners can cut across social categories—which can lead to both benefits and challenges for all participants. While CBR practitioners may see possibilities for change as a result of the research gathered, it is critical that the decision as to what will happen as a result of the findings rests with the community. Even if the decision is taken not to act, the expectation is that personal transformation and lasting benefits to the community are likely.

Transformative

Clayton, Bringle, Senor, Huq, and Morrison (2010) contend that “the terms ‘relationships’ and ‘partnerships’ are not interchangeable” (5). They argue that relationships are interactions between individuals and can be short in duration and transactional whereas partnerships are transformational and characterized by “relationships wherein both persons grow and change because of deeper and more sustainable commitments” (7).

Case Study: Exploring “Voice” and “Knowledge” With People Living in Poverty

Krumer-Nevo (2009) argues that, in the first decades of the state of Israel, poverty was denied as it did not resonate with the dominant Zionist social democratic ideology. Until the beginning of the twenty-first century, poverty was presented as “a temporary problem for new immigrants” (283). Krumer-Nevo writes that the “voices, the knowledge and the actual presence of people who live in poverty are absent from the public debate” (284). This PAR project was designed to give those living in poverty a “voice” equal to academics, policymakers, social practitioners, and social activists to change attitudes about the poor. Krumer-Nevo used her “privileged” status to raise the idea of creating a PAR partnership between four ethnic groups who had little contact or trust of the other.

What was particularly interesting is that Krumer-Nevo realized as the project continued that a lack of voice was not the problem. She explained, “Most of the participants were eager to take part in the initiative, wanting their voices and knowledge to be heard by powerful people” (287). They were willing to share their personal experiences and knowledge as well as articulate what needs to change. Krumer-Nevo states, “The lesson we learned was that the real challenge was not the ‘empowering’ of people in poverty, since they were eager to participate in the public debate, but the fashioning of the discourse to become not merely formally inclusive but truly and deeply so” (292).

Krumer-Nevo found that giving voice to those who live in poverty is not enough. What must also happen is transformation—a multidirectional exchange of ideas, experiences, knowledge, and understanding where all stakeholders grow and where change happens as a result of the partnership.

A final core principle of CBR is innovation: multidisciplinary groups including academics, practitioners, and community members are better able to think creatively and strategize how to research complex issues and problems. Morisky, Marlow, Tiglao, Lyu, Vissman, and Rhodes (2010) describe their use of “a CBPR framework in which the collective knowledge, perspectives, experiences, and resources of these diverse partners, representing a broad spectrum of community stakeholders, helped guide the development, implementation, and evaluation of the interventions designed to reduce HIV risk among female bar workers (FBWs)” (372). Previous intervention strategies had not been successful in reducing HIV risk within this population. Morisky, Marlow, Tigloa, Lyu, Vissman, and Rhodes (2010 , 381) argue that it was this innovative CBPR project that provided new ideas for intervention with this vulnerable group of women. They state:

We used a CBPR approach that included community members, organizational representatives, and academic researchers to design, implement, and evaluate the interventions. It seems clear that this type of partnership approach to research yielded interventions that were culturally congruent and highly acceptable to a broad spectrum of stakeholders, including: FBWs, establishment managers, floor supervisors, and customers. Coupled with their being informed by sound science and established health behavior theory, the developed interventions were as “informed” as possible. The approach also ensured that data collection methodologies were realistic to yield more valid and reliable data. [381]

Sessa and Ricci (2010) discussed their innovative PAR project involving scientists, citizens, and policymakers aimed at addressing what they see is a lack of “evidence-based policy-making and improve the science-policy interface” (50). Sessa and Ricci suggest that while the applied researcher acknowledges that the “legitimate” result of their research is to help policymakers make sound decisions that benefit individuals and communities, often there is a “lack of transfer” (5) of the research findings. They argue that the way to improve this transfer of research outcomes to policymakers is to involve a third party—citizens and stakeholders affected by the research. Research that involves all stakeholders is more likely to find solutions that are meaningful and applicable to the lives of those most affected by the data ( Goh et al. 2009 ).

Skills and Practice of CBR

To conduct CBR requires skills that are often not taught in traditional social science programs or research institutes. CBR requires a major paradigm shift in the way we think about research—what we research, why we do it, and when and how we do it. This paradigm shift requires community-based researchers to learn and practice new skills. Additional skills can include community organizing, group work skills, and relational skills. A preliminary list of skills useful for CBR is as follows:

Research skills —Knowledge of research methods, practices, and analysis are necessary for good CBR work. Methods can include quantitative, qualitative, and mixed-methods design. The research may involve random sampling, case studies, historical data, and art-based research. Decker, Hemmerling, & Lankoande (2010) reviewed twelve completed CBPR health intervention projects and found that studies with the strongest outcomes had higher-quality research designs.

Communication skills —In partnering with communities and fostering their participation, it is critical that the researcher is able to communicate with and listen to all stakeholders and be able to foster communication between and within the community. Communication skills include written, oral, observational, and listening skills.

Relational Skills —The community is often weary of outsiders and mistrust academic or external researchers coming in to their communities, so forming and building relationships can take time. CBR is relational research yet researchers often do not get training in “how” to build relationships with community members. Trust, respect, care, humility, deference, and honesty are all skills and behaviors that can foster partnership and collaboration.

Reflexivity —Reflexivity is the awareness of and an analysis of self. It is being aware of who we are and how our behaviors, attitudes, values, and experiences influence how we think and behave with others. Without reflection there can be no action that is meaningful. Naples (1996 , 169) states, “Who we are personally affects how we go about our work. Whether we want to own that or not, whether we are self-conscious about this fact or not our standpoint shapes the way we proceed to gather information and draw conclusions from that information.” We must practice self-reflection and self- awareness and model it in our work. Community-based researchers recognize “a self-reflective, engaged and self-critical role” ( Israel, Schulz, Parker, & Becker, 1998 ; 181) is necessary.

Facilitation skills — Begun, Berger, Otto-Salaj, and Rose(2010 ; 560) suggest that for successful partnership “there is a need for all partners to successfully integrate their different backgrounds, expertise, values, and priorities” (52). They acknowledge that, while CBR requires the full and active participation of the community, there are often barriers to participation. These can include time, financial restraints, language, culture, feelings of intimidation, and burnout. The CBR practitioners must minimize barriers and facilitate participatory democracy.

Organizational and group work skills —Knowledge and skills related to group work and group processes is helpful for anyone working with community groups and organizations. There is extensive literature discussing group work skills, practices, and community organizing strategies that is helpful to know and understand. (See for example Staples, 2004 ).

  Motivational skills —Motivating community participants to engage in CBR projects can be difficult. Community members are often overstretched in terms of work and family commitments and/or they can be frustrated from previous research in their communities that provided few if any benefits. Motivation may also wane if community members leave or reduce their involvement and commitment for any number of reasons. The pace of CBR work can also be slow, and this too may require effort to keep participants engaged and involved.

Cultural competency —Working in communities with diverse individuals and groups requires an awareness of and sensitivity to differences in language, ethnicity, race, social class, gender, sexual orientation, and other statuses. There is a large body of research that addresses cultural competency that cannot be addressed here but it is important to know, understand, and reflect on one’s own, often privileged statuses as well as the cultural similarities and differences within and between our partners. Cultural awareness and competency is critical if CBR is to be inclusive, collaborative, and transformative. When involved in an international collaborative research project that takes place in a foreign country, the researcher must do intensive preparation work. Pinto (2000) suggests the researcher “start by studying the language, history, geography, social structures and politics of that country and of the specific community he or she proposes to study” (55).

Capacity-building skills —Capacity building skills include educating, supporting, mentoring, and acknowledging the experiences and different ways of knowing of all stakeholders. Engaged scholars foster co-learning, understanding, and application of all the skills listed above so that community partners can use them in multiple ways in the future.

Entering the Field

Anyone new to a CBR paradigm begins by asking, “How do I start?” Recognizing that campus–community partnerships ideally should be initiated by community members, researchers often begin the process of establishing a collaborative research partnership. There are many ways that researchers can “enter the field.” Naples (1996) suggests:

Some activist researchers search for a community-based site through which they might assist in the political agendas defined by community members. A second avenue develops when a group, community, or organization seeks outside assistance to generate research for social change. Another avenue to activist researchers occurs when we enter “the field” as participants who are personally affected by the issues that is the focus of our work. Many of us who choose to use our personal and community-based struggles as sites for activist research did not begin the work with a research agenda in mind.” (96)

Wallerstein, Duran, Minkler, & Foley (2005) confirm that it is always easier to form a research partnership with a community in which you have previous positive connections. If a connection has not been made, it is difficult and time consuming to build trust and foster a participatory and collaborative research partnership.

Building Trust

Researchers must gain knowledge of the community: individuals, groups, organizations, services, and the issues and concerns of residents. This can be through key informants, reports, census data, flyers, organizations, service providers, and spending time in the community and with community members. If the partnership is initiated by the researcher, one of the first tasks is to consider who is affected by or concerned about this problem. Netshandama (2010) acknowledges that identifying community stakeholders is not an easy task and suggests that the safest way of identifying community stakeholders is to pinpoint the most obvious participants without ruling out any groups and to make the process of selection open and transparent. Polanyi and Cockburn (2003) also identify that the initial stages of the CBR project can lead to some confusion and frustration as to the goals of the project. At the beginning of their CBR project with injured workers, some members were interested in research, but others felt they already had enough information and wanted to take action. Clarification and agreement to form a community-based research partnership is important; the distinction needs to be made between CBR, community organizing, and social action.

Questions for Consideration and Reflection

When beginning a CBR project, it can be helpful to think about questions and issues other practitioners have identified as important. A list of guiding questions is provided here for consideration, dialogue, negotiation, and reflection when beginning and throughout a CBR project (adapted from Mandell, 2010 , 153):

Is the CBR project transparent and inclusive of all stakeholders?

Do the researcher and community partners orient themselves within the same fundamental paradigm of social justice and social change?

Is there general agreement as to the nature of the social problem(s) and the range of possible solutions?

What is the scope of the research project including the research question(s), the methodologies, and the timeline for data collection, analysis, and final reporting? How will the findings be disseminated?

Have research ethics been addressed, including informed consent and confidentiality?

Have expectations, roles, responsibilities, and power sharing been discussed. Is there a sense of trust between partners?

Will there be collaboration at each stage of the project, including dissemination of the findings and co-authorship of any reports or journal articles?

In what ways will all stakeholders and the community benefit from participating in this research project?

Funding and Resources

Before beginning a CBR project, funding, resources, and budgets may be discussed. There are always benefits and challenges to receiving outside funding or grants. To participate in a CBR project takes time, money, and resources, and the scale of this will depend on the size of the project and what is already available from the campus or community. Projects can falter with little outside funding or resources. Resources can be administrative, including computers, meeting and office space, printing flyers and advertising materials, and research guides. Help with transportation may also be necessary to include all stakeholders. Resources can also include staffing; administrative help, and/or a project coordinator. A translator or cultural broker may also be necessary if one is working with individuals and groups from different cultural backgrounds. Polanyi and Cockburn (2003) state that the outside funding they received allowed them to “hire a (part-time) project coordinator, cover expenses for conferences and meetings with injured workers, and provide injured workers with an honorarium for their participation” (21). However, outside funders may require explicit details regarding the sample, research methods, and questions to be asked and the objectives and expected outcomes. This may leave little flexibility that most CBR projects require. Outside funders may also want a “principal investigator,” usually affiliated with an academic institution or agency, to be accountable for budgets, data collection and analysis, and the final report. Academic institutions and funding bodies may be supportive of collaborative research projects but still find it difficult to agree to collective decision making and shared responsibilities.

Flicker, Wilson, Travers, et al. (2009) developed a survey to investigate use and effectiveness of CBR, specifically looking at facilitating and barriers to CBR work with AIDS service organizations (ASOs) in Ontario, Canada. They found that increased funding was critical to facilitating CBR and that “lack of funding and resources (space, computers, time and staff)” and “too many competing demands” were the greatest barriers. The qualitative interviews with community organization staff also found:

The interviews revealed that issues surrounding funding are complex. Agencies were frustrated about how rare it was for community-based organizations to get compensated for their investment and contribution to partnered research endeavors. As such, the issue was not simply about increasing funding but also relocating and reconfiguring budgeting practices so that ASOs could (1) be the direct recipients of research grants and/or (2) increase their internal capacities to conduct research and maintain an active research programs. ( 95)

When decisions about resources are not shared, any intent to foster power sharing can reflect a “false egalitarianism” ( Nygreen, 2009 –2010) and generate mistrust. There is a need to educate funding organizations around issues of democratic decision making, collective responsibility, and capacity building.

Emerging Issues Research Ethics and Professional Boundaries:

Community-based researchers are similar to ethnographers: they need to “get up close and personal” to gain trust and establish a collaborative partnership. As we get to know our partners, questions and concerns can surface about professional boundaries. When is it appropriate to advocate or provide services to community members or to intervene into their personal lives? When does the CBR project end—after dissemination of the findings and the final report is completed or should community-based researchers continue their work into advocacy? How should we navigate our multiple roles, responsibilities, and relationships with our community partners to build trust, respect professional ethics and not exploit our partners? In reviewing the APA Code of Ethics, Baumann, Rodrilguez, & Parra-Cardona (2011) discuss the difficulties CBR practitioners have in negotiating their professional responsibilities. They state, “Establishing multiple and dual relationships with clients and community members carries the risk of becoming harmful and exploitive” (142). The APA Code of Ethics recommends “detached objectivity,” but CBR is about building trust and relationships.

There are also questions regarding the balance between scientific rigor and community needs. Baumann, Rodrilguez, & Parra-Cardona (2011) ask:

How can we balance science and community support? If methodology is changed based on community needs what are the implications to the validity of the methods? To the validity of the findings? (144–145)

The balance between scientific methods and community needs may be challenged at all stages of the research process—for example when community partners are eager to get the voices of certain community members yet random sampling is possible. Researchers may also find that their care and concern for their community partners makes scientific rigor sometimes difficult to uphold. For example, Schwartz (2010) asked students and community participants for their feedback on CBPR partnerships they were involved with and found that problems with communication and issues of power and control surfaced between partners, students, and the instructors. Students identified that they sometimes “felt pressure from their agencies to produce positive results” (8).

Another concern is confidentiality. Special consideration is needed when community members are involved in collecting data from their own communities that may be sensitive or stigmatizing. Smikowski, Dewane, Johnson, Brems, Bruss, & Roberts (2009 , 462) suggest caution:

Given the unique challenges presented in community—researcher partnerships, additional ethical issues arise that often put the researcher in conflict with more traditional research ethics. For example, when community members share in all aspects of the study, there may be difficulties maintaining confidentiality, or a heightened burden for participants with stigmatizing illnesses. [462]

This may require additional training and education regarding research ethics. While this training may extend the timeline for data collection, it builds capacity for future community-initiated research projects. Another dilemma that can arise is the pressure to collect data that fits with stakeholders’ experiences and/or expectations.

Collaboration or Exploitation

There needs to be a continuing discussion of the role of academia and power sharing within CBR partnerships. Can we have long-term and sustained partnerships between academics and community partners without them being exploitive or oppressive? Jackson and Kassam (1998) argue that participatory research programs have been “much criticized for becoming a new form of colonialism whereby western perspectives and priorities are imposed on oppressed groups” (cited in Ledwith & Springett 2010 ; 94). In discussing a PR project in Kyrgyzstan investigating health concerns, Jackson and Kassam discuss what they found: “Observations I made on a recent visit there indicate that the approach has had a substantial impact on the development of skills within rural communities. However, as the process has developed, agencies and government departments and the medical profession with their own agendas have tried to coerce communities into addressing needs that reflect their interests or perceptions” (cited in Ledwith & Springett 2010 ; 96).

Any discussion of power must include questions about “voice” and whose voice is heard and represented in CBR work. Community-based researchers must exercise caution when working with individuals or groups who may not represent the most oppressed or disenfranchised within the community. Working with community-based organizations or institutions can provide access to community members, but they may also function as “gatekeepers.” When we “partner up” with powerful community-based organizations, the staff may restrict access to less-powerful community residents if they are likely to challenge their position of dominance.

Case Study: A Thwarted CBR Project Concerning High School Dropout Rates and Absenteeism

In the spring of 2011, a senior staff member of a large public school department contacted our Office of Community-Based Learning to inquire about the possibilities of a CBR partnership to look into high dropout rates and absenteeism at an alternative high school. I was asked and agreed to meet with the senior coordinator of alternative education programs for the district to learn more about the alternative high school—the programs offered and the students, faculty, staff, and resources available. I was introduced to the background and history of alternative education generally and the specific history of this school. The public school department in this district was not an organization that I had partnered with before. Although many of our students had interned, volunteered, or completed student teaching at schools in the district, there had not been a connection with this particular school. The senior coordinator explained they were interested in learning from students, parents, teachers, staff, and truancy officers about why the alternative high school did not substantially reduce absenteeism and dropout rates as expected.

It was agreed that this could form the basis of a pilot study, a small CBR project with my students in an upper level sociology of education course that fall. They were interested in interviews, observations, and focus groups with multiple stakeholders involved in the research design, data collection, and analysis of the project. To get approval of this small CBR project, we needed to meet with the director of research and evaluation for the district. In meeting with the director, it was explained to us that, while it would be “interesting” to learn more about the high dropout rates and absenteeism from multiple stakeholders involved with the alternative high school, there was no “political will” to do so at this time. It was explained that the politics of public schools are complex and that the bureaucracy is extensive. He was confident that this was not the time to collect data about the successes or failure of any of their alternative education programs. He politely said we could submit a research proposal for this pilot CBR project, but we would be denied at this point in time. He could not say when might be a better time to explore this issue. It did not matter that the senior coordinator of alternative education programs had informal agreement from some parents and teachers to participate. The project ended before it even began.

This case study indicates that, while partnering with community-based organizations can provide benefits, they can also function as gatekeepers that reinforce power inequality within communities. It is necessary to continue to understand and reflect how power and privilege is negotiated, experienced, and challenged in dialogue and action. At this point, the CBR project is not being pursued.

Professional Barriers

Maguire (1987) lists difficulties often encountered by researchers doing PR work and suggests time as one of the greatest challenges for researchers and community partners. CBR can take a great deal of time—especially if one is partnering with a previously unknown organization or group. Building trust can take months or even years before collaboration and partnership are possible. Polanyi & Cockburn (2003 ; 23) in their work with injured workers also identified time commitments as extensive: “Academic participants spoke of how difficult it was to find the time needed to support this intensive process of collaborative inquiry, given heavy teaching, research, and publishing requirements.” Extensive time commitments may be necessary to build motivation and engage community members to establish a research partner. Tandon (cited in Maguire 1987 ) noted in reference to his personal assessment that most of his experience with PR had been a failure: “We simple underestimated people’s passivity” (42–43). Passivity can be experienced by both community members and faculty and can result from a number of factors, but to change this requires support—often institutional supports that are missing.

Institutional Barriers

There has been an increasing demand for academic institutions and funding bodies to facilitate CBR projects. Faculty often feel that their academic institutions do not recognize the scholarship of CBR in their tenure applications, the pedagogy of engaged scholarship, or their commitment to research and social justice work in their communities. Schwartz (2010) surveyed academics to get their feedback about CBR projects and found that faculty highlighted institutional barriers to CBR work as most problematic—time, lack of curriculum flexibility, resources, and the ethics approval process. Cancian (1996) makes the distinction between academic research and activist research and argues that to navigate both worlds of engaged scholar and academia is very difficult to do. She states:

Activist research is “for” women and other disadvantaged people and often involves close social ties and cooperation with the disadvantaged. In contrast, academic research aims at increasing knowledge about questions that are theoretically or socially significant. Academic research is primarily “for” colleagues. “It involves close ties with faculty and students and emotional detachment from the people being studied. Social researchers who do activist research and want a successful academic career thus have to bridge two conflicting social worlds.” [187] “[P]articipatory research is so strongly oriented to the community that it is difficult to maintain an academic career. It is especially difficult to produce the frequent publications required by a research university on the basis of research that faithfully follows the tenets of participatory research. [194]

Academic organizations must also recognize and support transdisciplinary research and scholarship within a CBR paradigm. Levin and Greenwood 2008 ) write, “Action Research’s democratizing agendas and necessary transdiscplinarity run right into the brick walls of academic professional silos and disciplinary control structures to preserve disciplinary power and monopolies over positions and terms of employment and promotion of their disciplines” (212). Votruba (2010) refers to this as the need to “institutionalize this work—provide campus leadership; faculty incentives and rewards; planning and budgeting; annual evaluation, awards, and recognitions; and public policy aligned to support the scholarship of engagement” (xiv).

Twenty-five years ago, Boyer (1996) argued that we should not expect institutions of higher education to lead in tackling some of the world’s greatest problems—that in fact they were part of the problem. He wrote:

[W]hat I find most disturbing... is a growing feeling in this country that higher education is, in fact, part of the problem rather than the solution. Going still further, that it’s become a private benefit, not a public good. Increasingly, the campus is being viewed as a place where students get credentialed and faculty get tenured while the overall work of the academy does not seem particularly relevant to the nation’s most pressing civic, social, economic, and moral problems. [11]

Today there has been much progress within many institutions, However, this must continue as institutional leadership is critical to expanding CBR to tackle contemporary social problems within our communities and globally. Glass and Fitzgerald (2010) have written a “Draft Recommendations for Engagement Benchmarks and Outcomes Indicator Categories” as a way to evaluate the extent to which institutions and faculty are involved and supported in campus–community partnerships. They suggest that the conceptualization of “scholars” and “scholarship” be broadened to reflect the community—creating “the community of scholars” and “community scholarship” to give full support and recognition of all partners.

CBR is difficult to evaluate in terms of assessing our successes and failures. What is a successful outcome of a CBR project? How can we assess or determine if “collaboration,” “empowerment,” or “capacity building” took place and to what extent? Peterson (2009) suggested that there is a growing body of research addressing the question of evaluation:

With the bulk of early research on community-based education focusing on the academic, civic, and moral benefits for students, many researchers in the late 1990s problematized the paltry research that had been conducted on the ways in which communities benefit or are burdened by the involvement of faculty and students in their community work. As a result, in the last 10 years a variety of studies have been conducted to assess this impact (544).

For example, in a comprehensive evaluation of published peer-reviewed articles related to the use and outcomes of CBPR in clinical health trials De Las Nueces, Hacker, DiGirolama and Hicks (2012) found CBPR projects “ had very high success rates in recruiting and retaining minority participants and achieving significant intervention effects” (1379). They also found that authors often reported community participation in detail but were less likely to discuss participant involvement in the interpretation and dissemination of the research findings.

However, evaluation research of engaged scholarship is still limited.

When projects take a very different direction than originally intended (as in Atalay, 2010 ), can it still be considered a successful CBR project? If the researcher does not see any evidence of transformation, but community members suggest they have learned a great deal (as discussed by Nygreen, 2009 –2010), is this still success? Votruba (2010) challenges us to critically look at how we determine success. He states:

We need to do a far better job of assessing our engagement work. We’ve made progress in this regard but, until we have reached agreement regarding what constitutes excellence in this domain, it will remain difficult to measure and reward. For example, should we focus on assessing activities or outcomes? What role does self-assessment play? How about peer assessment? Absent of appropriate and generally accepted standards for evaluating the scholarship of engagement, faculty members are less likely to embrace it because of the risk that it will not be recognized and rewarded. [xiii–xvi]

There are few guidelines as to how to evaluate CBR projects. As said previously, the core principles of CBR are not intended as evaluation criteria. A preliminarily question might be “who” decides on the guidelines and criteria for success? Bowl, Tully & Leahy (2010) suggest, “In reflecting views that some parties to the research would disagree with, we were vulnerable to charges of selectivity and bias. Ensuring the validity of our findings was a challenge.”( 47). They suggested an alternative way to approach validity in the research, by focusing on credibility rather than truth, stating, “Credibility entails a sense that researchers understand the field within which they research, and that they respect those with whom they research. The researchers themselves and not just their tools need to be ‘trustworthy’” (48).

As scholars and researchers working from a social justice and social change paradigm, we often reflect on whether our CBR work has made a significant difference and in what ways. Is social change an important criterion for evaluation of CBR projects? Lykes and Mallona (2008) suggest that engaged researchers and scholars have not been as successful as they might hope in making substantial, lasting change. They state, “A vast literature has emerged documenting and evaluating individual development projects and the ways in which they have or have not contributed to social change. Despite local contributions there is little evidence that the cumulative effect has either redressed social inequalities or reduced structural violence” (113). While this may be true, it suggests the need for continued reflection and action—praxis, not defeat. Small successes do matter, and the cumulative effects may still be emerging. We also need to “mainstream” CBR within academic institutions, communities, and funding bodies to increase opportunities through additional supports and resources.

There has been a huge increase in the scholarship of CBR for engaged scholars to learn from others in the field. Unfortunately, so much of the literature about CBR principles, strategies, and exemplars is written for an academic audience rather than written for community members. Couto (2003 , 71) In his review essay of Minkler and Wallerstein’s edited book Community-Based Participatory Research for Health , states, “Despite the wonderful examples of CBPR for and with community partners, we still have the challenge to develop methods that will permit community groups to conduct research of their own and by themselves. Only by striving to turn research for and with them into tools that community partners can use to do their own research will we really be pushing the cutting edge of concepts such as ‘empowerment,’ ‘community development,’ ‘community organizing,’ ‘representation,’ and ‘participation.’” Fuentes (2009 –2010) also challenges community groups not only to participate in research projects but to take ownership and control over research concerning their communities and recognize their capabilities of being both subjects and architects of research.

CBR is a collaborative research project between researchers, community members, and sometimes students to formulate problems and find solutions that are meaningful and practical for all stakeholders. It has a rich history in critical pedagogy, critical theory, feminist theory, and the epistemology of knowledge that continues to influence the principles and skills that define CBR. Today we have exemplars that help guide new practitioners in their consideration of and engagement with community partners to form a collaborative and transformative relationship. If we use subjective measures to determine “success,” we have an abundance of evidence that suggests CBR and engaged scholarship has had substantial success in finding innovative solutions to complex problems in our communities. Successful projects have occurred in disciplines such as public health, psychology, sociology, anthropology, urban development, and archeology. It has also included projects that are transdisciplinary in design and practice. Success has also been found within diverse communities of interest: children and youth, aboriginal peoples, female bar workers, HIV and AIDS clients, injured workers, and immigrant families to name just a few discussed here. Evaluation research suggests that this paradigm shift to a new “orientation to inquiry” has fostered campus-community partnerships that address the traditional inequities in the research process as a result of the positivist paradigm.

The strength of CBR and scholarship is its diversity and willingness to be transparent in addressing challenges. Practitioners and scholars of CBR continue to struggle with issues related to power and control—how power is used and experienced by the researcher, community members, and other community-based organizations. Questions continue to be raised about encouraging sustained partnerships or developing community scholars who do not need or want outside researchers from academic institutions. At this point, it seems that there is a growing awareness that academic institutions should revisit their public mission to serve, to collaborate with community partners on community-defined issues. I am not convinced that community organizations and/or community members are developing this same mission. However, if independence from academic institutions is a sign of capacity building, then “success” may result in continuously new partnerships. This may be more challenging for researchers and practitioners and warrants further consideration.

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Exploring community health nursing research topics: a comprehensive guide for nursing students, carla johnson.

• August 25, 2023
• Essay Topics and Ideas

Community health nursing is a dynamic and vital field within the nursing profession, focused on providing holistic care to populations within a defined community. This specialized branch of nursing goes beyond individual patient care, extending its reach to families, groups, and entire communities. This article will delve into community health nursing, explore its significance, and provide valuable resources for nursing students to engage in research, evidence-based practice (EBP) projects, capstone projects, research paper topics, research questions, and essay ideas.

What You'll Learn

Understanding Community Health Nursing: A Holistic Approach

Community health nursing emphasizes preventive care , health promotion, and disease prevention within a specific community. This holistic approach involves understanding the community’s unique needs, cultures, and challenges to provide targeted interventions that improve health outcomes. As nursing students, you will find this field to be a gateway to understanding the broader healthcare landscape and the interconnectedness of various factors that influence health.

PICOT Questions on Community Health Nursing

• P: Adult population in psychiatric care ; I: Implementation of daily RS questionnaire; C: Units without the daily survey; O: Reduction in utilization of restraint and seclusion; T: 6 months. Can the implementation of a daily RS (Restraint and Seclusion) questionnaire for adults in psychiatric care lead to a significant decrease in the utilization of restraint and seclusion within a period of 6 months?
• P: Pediatric population in school settings; I: Introduction of daily exercise regimen; C: Schools without daily exercise; O: Improvement in BMI and overall fitness; T: 1 academic year. Does introducing a daily exercise regimen in school settings for pediatric populations result in a noticeable improvement in BMI and overall fitness over the course of 1 academic year?
• P: Elderly population in assisted living facilities; I: Implementation of fall prevention program; C: Facilities without fall prevention program; O: Reduction in fall-related injuries; T: 1 year. Is there a significant reduction in fall-related injuries among the elderly residing in assisted living facilities after the implementation of a comprehensive fall prevention program within 1 year?
• P: Low-income pregnant women; I: Provision of prenatal education classes; C: Those without access to prenatal education; O: Increase in prenatal knowledge and healthier pregnancy outcomes; T: Throughout gestation. Can providing prenatal education classes to low-income pregnant women lead to increased prenatal knowledge and improved pregnancy outcomes when compared to those without access to such education?
• P: Diabetic population within the community; I: Establishment of a mobile diabetic clinic; C: No mobile clinic available; O: Enhanced diabetic management and reduced hospitalizations; T: 2 years. Does the establishment of a mobile diabetic clinic within the community lead to better diabetic management and a decrease in hospitalizations over a span of 2 years?
• P: Adolescent population in schools; I: Implementation of comprehensive sexual education; C: Schools with standard sexual education; O: Reduction in teen pregnancies and sexually transmitted infections (STIs); T: 3 years. Over a period of 3 years, does the implementation of comprehensive sexual education in schools result in a significant decrease in the rates of teen pregnancies and STIs among adolescents compared to schools with standard sexual education?
• P: Homeless population; I: Launch of mobile healthcare unit; C: No access to regular healthcare; O: Improvement in overall health status and decrease in emergency room visits; T: 1 year. Can the introduction of a mobile healthcare unit for the homeless population improve their overall health status and a noticeable reduction in emergency room visits within a year?
• P: Rural elderly population; I: Initiation of telehealth services ; C: Lack of telehealth services; O: Enhanced access to healthcare and better management of chronic conditions; T: 18 months. Does the introduction of telehealth services for the rural elderly population lead to increased access to healthcare services and improved management of chronic conditions over the course of 18 months?
• P: New mothers; I: Implementation of postpartum support groups; C: No postpartum support groups available; O: Reduction in postpartum depression rates and improved maternal well-being; T: 1 year. Can the implementation of postpartum support groups for new mothers lead to a significant reduction in postpartum depression rates and an overall improvement in maternal well-being within a year?
• P: LGBTQ+ youth; I: Creating safe spaces in schools; C: Absence of designated safe spaces; O: Decreased mental health challenges and higher academic achievement; T: Ongoing. Does creating safe spaces within schools for LGBTQ+ youth lead to a noticeable decrease in mental health challenges and a rise in academic achievement over an ongoing period?

Evidence-Based Practice Projects Ideas

• Evaluating the effectiveness of community-wide vaccination drives in reducing vaccine-preventable diseases.
• Assessing the impact of a smoke-free policy in public spaces on community members’ respiratory health.
• Investigating the outcomes of a nutrition education program in improving dietary habits among low-income families.
• Analyzing the effectiveness of a community-based mental health awareness campaign in reducing stigma and increasing help-seeking behavior.
• Exploring the outcomes of a diabetes management intervention using mobile health apps in urban communities.
• Studying the effects of a community gardening initiative on physical activity levels and nutrition awareness.
• Investigating the utilization and impact of telemedicine services in remote rural areas.
• Assessing the benefits of a community fitness program on cardiovascular health and overall well-being.
• Evaluating the effectiveness of a school-based anti-bullying campaign on students’ mental health.
• Analyzing the outcomes of a community-driven initiative to increase access to clean drinking water in underserved areas.

Nursing Capstone Project Ideas

• Developing a comprehensive disaster preparedness plan for a local community.
• Designing and implementing a culturally sensitive prenatal care program for immigrant populations.
• Creating a curriculum for training community health workers in identifying and addressing social determinants of health.
• Establishing a support network for caregivers of elderly individuals living at home.
• Designing a mental health first aid training program for community leaders and volunteers.
• Implementing a community-based program to promote physical activity among children with obesity.
• Creating a resource guide for LGBTQ+ youth to access healthcare services without discrimination.
• Developing a community-wide initiative to combat opioid misuse and overdose.
• Establishing a telehealth platform for remote health consultations in underserved regions.
• Designing a comprehensive sexual education curriculum for high schools to address varying cultural norms.

Nursing Research Paper Topics

• The impact of community health nursing interventions on reducing health disparities .
• Exploring the role of community health nurses in disaster response and recovery.
• Analyzing the effectiveness of school-based health clinics in improving student health outcomes.
• Investigating the barriers and facilitators of healthcare access in underserved rural communities.
• The role of community health nursing in promoting healthy aging and elderly care.
• Addressing mental health stigma through community-based interventions led by nurses.
• Analyzing the outcomes of community health education programs on reducing tobacco use .
• Exploring the relationship between community engagement and positive maternal-child health outcomes.
• The effectiveness of telehealth services in bridging healthcare gaps in remote areas.
• Investigating the impact of community health nursing in preventing and managing chronic diseases.

Community Health Nursing Research Questions

• How does the presence of community health nurses influence health outcomes in underserved urban neighborhoods?
• What are the key components of successful school-based vaccination programs , and how do they impact disease prevention?
• How do cultural competence and sensitivity affect the effectiveness of community health nursing interventions?
• What are the main challenges community health nurses face in addressing social determinants of health ?
• How does community engagement contribute to the sustainability of community health initiatives led by nurses?
• What strategies effectively promote mental health awareness and reduce stigma within communities?
• How do telehealth services improve access to healthcare for individuals in geographically isolated regions?
• What role do community health nurses play in detecting and managing chronic diseases ?
• How do community health interventions impact healthcare utilization patterns and costs?
• What are the outcomes of community health nursing programs focused on improving maternal and child health?

Essay Topic Ideas & Examples

• The Role of Community Health Nursing in Promoting Population Health.
• Addressing Health Disparities: The Impact of Community Health Nursing.
• Community-Based Approaches to Preventing Teenage Pregnancy .
• Telehealth: Bridging Healthcare Gaps in Underserved Communities.
• Cultural Competence in Community Health Nursing: Challenges and Strategies.
• Disaster Preparedness and Response: The Critical Role of Community Health Nurses.
• The Influence of Social Determinants of Health on Community Health Nursing Interventions.
• Community Health Education: Strategies for Promoting Healthy Lifestyles.
• Exploring the Connection Between Mental Health and Community Well-being.
• Innovations in Community Health Nursing: Harnessing Technology for Better Outcomes.

As nursing students, you are poised to become the next generation of community health nurses, armed with the knowledge and skills to impact the health and well-being of diverse populations positively. Community health nursing offers numerous opportunities for research, practice, and advocacy. By delving into PICOT questions, evidence-based practice projects, capstone projects, research paper topics, and research questions, you can deepen your understanding of this vital field and contribute to its growth. Don’t hesitate to seek our writing services if you need assistance with your community health nursing assignments or essays. We understand the demands of nursing education and are here to support you in your academic journey. Your dedication to improving community health is commendable, and together, we can pave the way for healthier, more vibrant communities.

Frequently Asked Questions (FAQs) About Community Health Nursing

• Is community health nursing the same as nursing? Community health nursing is a specialized branch of nursing that focuses on providing holistic care to populations within specific communities. While nursing is a broader field encompassing various specialties, community health nursing is distinct in its emphasis on preventive care and health promotion within communities.
• What are the qualifications of a community health nursing? To practice community health nursing, one typically needs a registered nurse (RN) license. Many community health nurses also hold a Bachelor of Science in Nursing (BSN) degree, and advanced practice may require additional education such as a Master of Science in Nursing (MSN) with a specialization in community health.
• Do community health nurses work in hospitals? While community health nurses primarily work in community settings like public health departments, schools, and clinics, they can also collaborate with hospitals to provide education, preventive care, and continuity of care to patients transitioning from hospital to home.
• Can a community health nurse become a doctor? Community health nurses can certainly pursue further education and career advancement, but the path to becoming a doctor is different. Becoming a doctor requires completing medical school and earning a medical degree (MD) or a doctor of osteopathic medicine (DO) degree, whereas community health nursing involves nursing education and training.

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Journal of Commu nity Medicine and Health Research (JCMHR) is an International Peer Reviewed Open Access Journal publishing original research contributions and advances in the field of Community Medicine and Health Education. Covering all broad research areas, our journal aims to promote information in Community Medicine and enhance standards of scientific literacy among peers, which could in turn aid in providing improved healthcare. It also serves as a platform to promote meetings and news relating to Community Medicine and its related researches.

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Home » 500+ Medical Research Topic Ideas

500+ Medical Research Topic Ideas

Table of Contents

Medical research plays a crucial role in advancing healthcare and improving human health. It involves the scientific study of various aspects of medicine and health, including the causes, prevention, diagnosis, and treatment of diseases. Medical research is a dynamic and ever-evolving field, with new discoveries and breakthroughs happening all the time. It encompasses a wide range of disciplines, from basic science to clinical research, and involves collaboration between scientists, doctors, and other healthcare professionals. In this article, we will explore some exciting new and latest medical research topic ideas that are currently trending in the field. These Research Topics cover a variety of areas, including genetics, infectious diseases, mental health, and more.

Medical Research Topic Ideas

Medical Research Topic Ideas are as follows:

• The efficacy of mindfulness meditation in reducing symptoms of depression and anxiety
• The effects of vitamin D supplementation on bone health in postmenopausal women
• The impact of social media on body image and eating disorders in adolescents
• The effectiveness of telemedicine in improving access to healthcare in rural communities
• The benefits and risks of long-term use of statins for cholesterol management
• The role of gut microbiota in the development of autoimmune diseases
• The potential of gene therapy for the treatment of genetic disorders
• The relationship between sleep disorders and cardiovascular disease
• The use of artificial intelligence in diagnosing and treating cancer
• The effect of exercise on cognitive function in older adults
• The impact of environmental factors on the development of asthma in children
• The effectiveness of cognitive-behavioral therapy for the treatment of PTSD in veterans
• The potential benefits of psychedelic-assisted therapy for the treatment of mental illness
• The relationship between diet and risk of developing type 2 diabetes
• The role of epigenetics in the development of psychiatric disorders
• The impact of COVID-19 on mental health and well-being
• The effectiveness of mindfulness-based stress reduction in improving quality of life in cancer patients
• The impact of childhood trauma on the development of mental illness in adulthood
• The benefits and risks of hormone replacement therapy for menopausal women
• The effect of music therapy on reducing symptoms of dementia in older adults
• The relationship between gut microbiota and obesity
• The impact of socioeconomic status on health outcomes
• The effectiveness of acupuncture in treating chronic pain
• The use of stem cells in regenerative medicine
• The impact of air pollution on respiratory health
• The potential of nanotechnology in drug delivery
• The relationship between social support and mental health
• The effectiveness of mindfulness-based interventions for addiction treatment
• The role of inflammation in the development of Alzheimer’s disease
• The use of virtual reality in pain management
• The impact of exercise on mental health in adolescents
• The effectiveness of group therapy for the treatment of substance abuse
• The relationship between sleep and weight management
• The benefits and risks of using medical marijuana for chronic pain management
• The role of the immune system in the development of autoimmune diseases
• The effectiveness of cognitive rehabilitation therapy for traumatic brain injury patients
• The impact of maternal stress on fetal development
• The relationship between physical activity and cardiovascular health
• The potential of gene editing for the treatment of genetic disorders
• The effectiveness of mindfulness-based interventions for reducing symptoms of postpartum depression.
• The impact of social media on mental health
• Investigating the use of virtual reality in pain management
• The effectiveness of mindfulness-based interventions for depression
• Exploring the relationship between sleep and anxiety
• Examining the efficacy of telemedicine in delivering mental health care
• Investigating the impact of environmental factors on the development of cancer
• The effect of exercise on cognitive function in elderly individuals
• Examining the potential benefits of psychedelic-assisted therapy for PTSD
• The relationship between diet and cardiovascular disease
• Investigating the impact of air pollution on respiratory health
• Examining the effects of social isolation on mental and physical health
• The use of machine learning in diagnosing medical conditions
• Investigating the effectiveness of acupuncture in pain management
• The impact of childhood trauma on mental and physical health outcomes in adulthood
• Examining the relationship between stress and autoimmune diseases
• The effect of music therapy on mental health outcomes
• Investigating the impact of gender on healthcare outcomes
• Examining the relationship between sleep apnea and cardiovascular disease
• The effectiveness of mindfulness-based interventions for chronic pain
• Investigating the potential benefits of medical marijuana for chronic pain management
• Examining the impact of climate change on infectious disease transmission
• The use of robotics in surgery
• Investigating the relationship between alcohol consumption and cancer risk
• The effect of meditation on blood pressure control
• Examining the impact of social determinants of health on healthcare outcomes
• The role of genetics in the development of mental health conditions
• Investigating the efficacy of cognitive-behavioral therapy for anxiety disorders
• Examining the relationship between inflammation and depression
• The impact of shift work on sleep and circadian rhythms
• Investigating the potential benefits of probiotics in gut health
• Examining the relationship between diet and mental health outcomes
• The effectiveness of art therapy for individuals with dementia
• Investigating the relationship between chronic pain and mental health outcomes
• The impact of artificial intelligence on medical diagnosis and treatment
• Examining the effectiveness of exercise in treating depression
• Investigating the relationship between inflammation and cardiovascular disease
• The effect of aromatherapy on anxiety and stress
• Examining the impact of social support on mental health outcomes
• The effectiveness of hypnotherapy in pain management.
• The role of gut microbiota in immune system modulation
• Effects of intermittent fasting on insulin sensitivity in obese individuals
• Impact of smartphone usage on sleep quality and quantity
• The potential therapeutic effects of CBD on anxiety disorders
• Association between shift work and cardiovascular disease
• Efficacy and safety of psychedelic-assisted psychotherapy in treating depression
• The relationship between stress and autoimmune diseases
• Novel therapies for Alzheimer’s disease
• The effects of high-intensity interval training on metabolic syndrome
• The role of epigenetics in the development of cancer
• The effectiveness of virtual reality in pain management
• The effects of social media on body image and eating disorders
• The association between air pollution and respiratory diseases
• Effects of mindfulness meditation on stress and anxiety in healthcare workers
• The potential benefits of ketogenic diet in treating epilepsy
• The relationship between sleep apnea and cardiovascular disease
• The impact of climate change on infectious disease outbreaks
• The effectiveness of exercise in preventing falls in the elderly
• The effects of blue light exposure on circadian rhythm and sleep quality
• The association between alcohol consumption and liver disease
• The effectiveness of cognitive-behavioral therapy in treating obsessive-compulsive disorder
• The role of gut-brain axis in mental health disorders
• The association between chronic inflammation and cancer
• The efficacy and safety of probiotics in treating irritable bowel syndrome
• The effects of social isolation on mental health in the elderly
• The impact of exercise on cognitive function in Parkinson’s disease patients
• The association between vitamin D deficiency and autoimmune diseases
• The potential therapeutic effects of music therapy in dementia patients
• The effects of second-hand smoke on cardiovascular health
• The association between maternal smoking and infant health outcomes
• The role of microbiome in the development of allergies
• The association between sleep duration and obesity
• The effects of blue light-blocking glasses on sleep quality and quantity
• The potential therapeutic effects of ketamine in treating depression
• The association between gut dysbiosis and inflammatory bowel disease
• The effectiveness of cognitive rehabilitation therapy in traumatic brain injury patients
• The impact of early childhood stress on adult mental health
• The role of inflammation in the development of type 2 diabetes
• The potential benefits of plant-based diets in preventing chronic diseases.
• The effects of exercise on cognitive function in aging adults
• The association between sleep disorders and cardiovascular disease
• The potential therapeutic effects of psilocybin in treating addiction
• The role of gut microbiota in the development of autism spectrum disorder
• The effectiveness of mindfulness-based interventions in treating depression
• The effects of air pollution on cognitive function
• The association between maternal mental health and child development
• The potential therapeutic effects of cannabis in treating chronic pain
• The role of diet in the prevention and management of diabetes
• The effects of social support on mental health in cancer patients
• The association between shift work and mental health disorders
• The efficacy of antiviral therapies in treating COVID-19
• The effects of exercise on bone health in postmenopausal women
• The association between sleep disorders and obesity
• The potential therapeutic effects of mindfulness meditation in treating anxiety disorders
• The role of gut microbiota in the development of metabolic disorders
• The effectiveness of virtual reality therapy in treating phobias
• The association between social support and immune system function
• The impact of early life stress on adult cardiovascular health
• The potential benefits of intermittent fasting in cancer prevention
• The effects of air pollution on pregnancy outcomes
• The association between maternal obesity and child health outcomes
• The efficacy of cognitive-behavioral therapy in treating post-traumatic stress disorder
• The effects of sedentary behavior on metabolic health
• The potential therapeutic effects of omega-3 fatty acids in treating depression
• The role of microbiome in the development of obesity
• The association between social isolation and cognitive decline in older adults
• The impact of environmental toxins on child development
• The potential benefits of plant-based diets in treating metabolic disorders
• The effects of sleep deprivation on cognitive function
• The association between maternal stress and fetal development
• The efficacy of pharmacological interventions in treating anxiety disorders
• The effects of air pollution on respiratory health in children
• The association between social support and cardiovascular health
• The potential therapeutic effects of mindfulness meditation in treating chronic pain
• The role of diet in the prevention and management of cardiovascular disease
• The effects of exercise on mental health in children and adolescents
• The association between social support and cancer survival rates
• The impact of environmental factors on epigenetic modifications and disease susceptibility.
• The effects of exercise on immune function
• The association between maternal obesity and infant health outcomes
• The impact of air pollution on cognitive function in children
• The association between sleep deprivation and mental health disorders
• The effectiveness of virtual reality in rehabilitation after stroke
• The role of the microbiome in the development of obesity
• The impact of noise pollution on cardiovascular health
• The association between depression and cardiovascular disease
• The association between periodontal disease and cardiovascular health
• The impact of social support on mental health outcomes in cancer patients
• The potential therapeutic effects of melatonin in treating sleep disorders
• The association between air pollution and cognitive decline in older adults
• The effectiveness of group therapy in treating social anxiety disorder
• The impact of exercise on bone health in postmenopausal women
• The association between alcohol consumption and breast cancer risk
• The effects of blue light exposure on melatonin secretion and sleep quality
• The potential therapeutic effects of stem cells in treating Parkinson’s disease
• The role of inflammation in the development of depression
• The association between gut dysbiosis and depression
• The effectiveness of music therapy in reducing anxiety in cancer patients
• The impact of social media on mental health in adolescents
• The potential therapeutic effects of ketamine in treating post-traumatic stress disorder
• The association between vitamin D deficiency and cardiovascular disease
• The effects of chronic stress on immune function
• The potential benefits of Mediterranean diet in preventing cardiovascular disease
• The impact of noise pollution on sleep quality and quantity
• The association between sedentary behavior and depression
• The effects of air pollution on fetal development and pregnancy outcomes
• The potential therapeutic effects of acupuncture in treating anxiety disorders
• The role of microbiome in the development of multiple sclerosis
• The effectiveness of mindfulness-based stress reduction in treating chronic pain
• The impact of artificial sweeteners on metabolic health
• The association between sleep duration and cardiovascular disease
• The effects of social isolation on immune function in older adults
• The potential therapeutic effects of omega-3 fatty acids in treating depression.
• The effects of exercise on cognitive function in older adults
• The association between maternal mental health and infant development
• The potential therapeutic effects of probiotics in treating depression
• The impact of air pollution on lung health in children
• The association between sleep quality and academic performance in adolescents
• The effectiveness of cognitive-behavioral therapy in treating insomnia
• The role of gut microbiota in the development of metabolic syndrome
• The potential therapeutic effects of ayahuasca in treating addiction
• The impact of green space on mental health in urban areas
• The association between sedentary behavior and cardiometabolic risk factors
• The effects of blue light on mood and cognitive performance in shift workers
• The potential benefits of vegan diets in preventing chronic diseases
• The impact of social support on mental health in older adults
• The association between air pollution and lung cancer risk
• The effects of exercise on mental health in cancer survivors
• The potential therapeutic effects of ketamine in treating bipolar disorder
• The role of the microbiome in the development of rheumatoid arthritis
• The association between maternal nutrition and fetal development
• The effects of sleep deprivation on immune function
• The potential benefits of mindfulness meditation in managing chronic pain
• The impact of noise pollution on sleep-disordered breathing
• The association between sedentary behavior and breast cancer risk
• The effects of blue light exposure on retinal health
• The potential therapeutic effects of deep brain stimulation in treating depression
• The role of gut microbiota in the development of non-alcoholic fatty liver disease
• The association between air pollution and neurodegenerative diseases
• The effects of social support on immune function in cancer patients
• The potential therapeutic effects of acupuncture in treating migraines
• The impact of light pollution on sleep quality and quantity
• The association between sedentary behavior and type 2 diabetes risk
• The effects of mindfulness meditation on cognitive function in older adults
• The potential benefits of the DASH diet in preventing hypertension
• The impact of social media on body dissatisfaction and eating disorders in adolescents
• The association between air pollution and kidney disease
• The effects of chronic stress on cardiovascular health
• The potential therapeutic effects of gene therapy in treating inherited diseases
• The role of microbiome in the development of atopic dermatitis
• The association between maternal smoking and childhood obesity
• The effects of blue light exposure on visual function and eye health
• The potential therapeutic effects of electroconvulsive therapy in treating depression.

Healthcare Research Topics for College Students

• The impact of healthcare policies on patient outcomes
• The effectiveness of telemedicine in improving access to healthcare
• The role of cultural competency in healthcare delivery
• The impact of social determinants of health on healthcare outcomes
• The effectiveness of different types of healthcare interventions
• The role of genetics in predicting and preventing chronic diseases
• The impact of the opioid epidemic on healthcare delivery
• The effectiveness of alternative medicine in managing chronic conditions
• The role of technology in improving patient safety
• The impact of healthcare provider burnout on patient care
• The effectiveness of different healthcare models in managing chronic diseases
• The role of patient education in improving healthcare outcomes
• The impact of healthcare disparities on access to care and health outcomes
• The effectiveness of healthcare systems in responding to public health emergencies
• The role of nutrition in disease prevention and management
• The impact of healthcare policy on healthcare costs and spending
• The effectiveness of mental health interventions in improving overall health outcomes
• The role of healthcare systems in addressing health disparities
• The impact of healthcare data analytics on clinical decision making
• The effectiveness of healthcare interventions in reducing healthcare-associated infections
• The role of patient-centered care in improving healthcare outcomes
• The impact of healthcare regulations on patient safety
• The effectiveness of vaccination programs in preventing infectious diseases
• The role of healthcare systems in promoting healthy lifestyle behaviors
• The impact of chronic diseases on healthcare costs and quality of life
• The effectiveness of preventative healthcare in improving health outcomes
• The role of healthcare technology in improving healthcare delivery
• The impact of healthcare funding on healthcare outcomes
• The effectiveness of healthcare interventions in managing chronic pain
• The role of healthcare providers in promoting health equity.

Community Medicine Research Topics for Medical Students

• The impact of community-based interventions on reducing the burden of non-communicable diseases in low-income communities.
• The effectiveness of vaccination campaigns in preventing infectious diseases in marginalized communities.
• The relationship between air pollution and respiratory health in urban communities.
• The prevalence and risk factors of substance abuse among homeless populations.
• The impact of social determinants of health on health outcomes in rural communities.
• The role of community health workers in improving maternal and child health outcomes in low-resource settings.
• The association between food insecurity and obesity in low-income populations.
• The prevalence and risk factors of mental health disorders among adolescents in urban communities.
• The effectiveness of school-based health promotion programs in improving health behaviors among children and adolescents.
• The role of community-based participatory research in addressing health disparities in underserved populations.
• The impact of social support networks on mental health outcomes among elderly populations.
• The relationship between access to healthcare services and health outcomes in rural communities.
• The effectiveness of smoking cessation interventions in reducing the burden of tobacco-related diseases.
• The prevalence and risk factors of sexually transmitted infections among young adults in urban communities.
• The role of community-based organizations in promoting healthy behaviors and preventing chronic diseases.
• The impact of climate change on the incidence and distribution of infectious diseases.
• The prevalence and risk factors of intimate partner violence among women in low-income communities.
• The effectiveness of health education programs in improving health literacy and health outcomes in underserved populations.
• The relationship between social support and adherence to treatment among patients with chronic diseases.
• The prevalence and risk factors of hypertension and diabetes in urban communities.
• The impact of community-based interventions on reducing healthcare costs and improving health outcomes.
• The role of mobile health technologies in improving access to healthcare services in rural communities.
• The prevalence and risk factors of obesity among children and adolescents in low-income communities.
• The effectiveness of community-based interventions in promoting healthy behaviors among pregnant women.
• The impact of housing conditions on health outcomes in marginalized communities.
• The relationship between access to healthy food and health outcomes in urban communities.
• The prevalence and risk factors of depression among elderly populations in rural communities.
• The role of social media in promoting healthy behaviors and preventing diseases among young adults.
• The effectiveness of telemedicine in improving access to healthcare services in underserved populations.
• The prevalence and risk factors of infectious diseases among migrant populations in urban areas.

Surgery Research Topics for Medical Students

• The efficacy and safety of minimally invasive surgery for various conditions
• Comparison of laparoscopic and open surgery for common procedures
• The impact of surgeon experience on surgical outcomes
• Analysis of postoperative complications and their management
• The role of robotics in surgery
• Investigating the use of artificial intelligence in surgery
• The effectiveness of non-pharmacological pain management techniques after surgery
• The effect of preoperative anxiety on postoperative recovery
• Evaluation of different surgical approaches for breast cancer treatment
• The benefits and risks of surgical treatment for obesity
• Investigating the use of stem cells in tissue repair following surgery
• The influence of nutrition on postoperative recovery and wound healing
• Analysis of the psychological impact of surgery on patients
• The effect of different anesthesia methods on postoperative outcomes
• Comparison of outcomes between day surgery and inpatient surgery
• Evaluation of the use of surgical checklists in improving patient safety
• The impact of age on surgical outcomes and recovery
• Investigating the use of 3D printing in surgical planning and implant design
• The benefits and risks of bariatric surgery in patients with diabetes
• The role of surgery in the treatment of chronic pain
• The efficacy of arthroscopic surgery for joint conditions
• The use of lasers in surgery
• Investigating the use of virtual reality in surgical training and education
• The effect of preoperative counseling on patient satisfaction and outcomes
• The impact of comorbidities on surgical outcomes
• Analysis of the economic impact of different surgical approaches
• Investigating the use of telemedicine in surgical consultations and follow-up care
• The effectiveness of surgical treatment for endometriosis
• Comparison of outcomes between single-incision and multiport laparoscopic surgery
• The use of robotics in urologic surgery.

Research Projects for Undergraduate Medical Students

• Investigating the role of genetics in the development of cancer
• Analyzing the effectiveness of different types of pain management strategies in postoperative patients
• Evaluating the impact of diet and exercise on obesity-related health outcomes
• Examining the relationship between sleep quality and mental health in medical students
• Investigating the efficacy of different types of antibiotics in treating common bacterial infections
• Analyzing the impact of electronic medical record systems on patient care
• Evaluating the effectiveness of different types of vaccines in preventing infectious diseases
• Examining the relationship between maternal nutrition and fetal development
• Investigating the use of telemedicine in delivering healthcare services to rural populations
• Analyzing the impact of smoking on lung function and respiratory health
• Evaluating the effectiveness of different types of rehabilitation programs for stroke patients
• Examining the relationship between physical activity and cardiovascular health
• Investigating the use of stem cells in treating various medical conditions
• Analyzing the impact of stress on mental and physical health outcomes
• Evaluating the effectiveness of different types of medical interventions in managing chronic pain
• Examining the relationship between social support and mental health outcomes in patients with chronic illnesses
• Investigating the use of mindfulness-based interventions in reducing anxiety and depression
• Analyzing the impact of environmental factors on health outcomes in urban populations
• Evaluating the effectiveness of different types of cancer treatments, such as chemotherapy, radiation therapy, and surgery
• Examining the relationship between nutrition and mental health in older adults
• Investigating the use of mobile health technologies in promoting healthy behaviors
• Analyzing the impact of air pollution on respiratory health in children
• Evaluating the effectiveness of different types of treatments for substance use disorders
• Examining the relationship between socioeconomic status and health outcomes
• Investigating the use of music therapy in managing pain and anxiety in hospitalized patients
• Analyzing the impact of social media on mental health outcomes in adolescents
• Evaluating the effectiveness of different types of interventions in managing symptoms of depression and anxiety in cancer patients
• Examining the relationship between sleep and cognitive function in older adults
• Investigating the use of animal-assisted therapy in promoting physical and mental health
• Analyzing the impact of climate change on health outcomes in vulnerable populations

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New study confirms community pharmacies can help people quit smoking

by Stephanie Winn, UC Davis

A new study shows community pharmacies may play a key role in helping people quit smoking. The findings came out in the article "Closing the Tobacco Treatment Gap," published in the 10th anniversary special issue of Pharmacy . The results provide valuable insights into the implementation of tobacco cessation services within community pharmacies while identifying barriers to further improvements.

Tobacco use remains a leading preventable cause of death. Although two thirds of people who smoke would like to quit, many individuals trying to quit on their own are not successful. To address this gap, the study explored how pharmacists and pharmacy technicians could assist in providing tobacco cessation support.

Led by researchers at UC Davis Comprehensive Cancer Center and other academic institutions across the country, the study involved seven independent community pharmacies in California affiliated with the Community Pharmacy Enhanced Services Network. A total of 22 California pharmacists and 26 pharmacy technicians who underwent tobacco cessation training participated.

"Community pharmacies are important partners to expand access to tobacco cessation services," said Elisa Tong, a UC Davis Health internist and director of the cancer center's Tobacco Cessation Policy Research Center. "By state law , pharmacists can furnish all forms of nicotine replacement therapy (NRT) without a provider prescription."

California's law allowing pharmacists to provide the cessation tool took effect in 2014. Eligible pharmacists must complete two hours of tobacco training and follow the state-approved protocol, which consists of reviewing patients' current tobacco use and prior quit attempts, screening for appropriateness of NRT, providing medication counseling, and addressing or referring patients for behavioral counseling. Tobacco cessation has been integrated into the curricula of California pharmacy schools since 2000, and many other training programs are available for pharmacies.

"After completing tobacco treatment training, our research showed that pharmacies successfully initiated cessation services," said the study's senior author Karen Hudmon from Purdue University College of Pharmacy. "Compatibility with existing workflows, staff buy-in and the crucial role of pharmacy technicians significantly helped."

Continued research efforts are underway to study policy implementation strategies, especially for pharmacist reimbursement. California's law authorizes Medi-Cal and private insurance to pay pharmacies for enhanced services including education and medication management.

"Pharmacists and pharmacy technicians play a pivotal role in providing effective support for tobacco treatment and other related health issues," said Robin Corelli, a UC San Francisco pharmacy faculty member and study co-author. "Being part of the local community is important and we need sustainable models for providing these services."

Solving barriers could help pharmacies reach more people

Given that 89% of Americans live within five miles of a community pharmacy, they can be convenient locations for receiving health care services . Pharmacists have shown to be effective in helping patients quit. They can reach uninsured and under-resourced patients as well as patients living in rural areas who might experience barriers to accessing primary care. However, the study showed certain barriers exist to making pharmacy cessation programs effective.

The research showed that billing complexities, software limitations and training gaps for handling complicated patient cases all pose challenges to successful implementation of tobacco cessation services at pharmacies.

However, the data collected implied a forward-thinking health care model where the pharmacists and their staff can play a fundamental and dynamic role in local health management, and ultimately, in cultivating a healthier population. The study serves as a valuable resource for policymakers, health care professionals and stakeholders in population health efforts to combat tobacco use.

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Future Research in General Medicine Has Diverse Topics and is Highly Promising: Opinions Based on a Questionnaire Survey

Masaki tago.

1 Department of General Medicine, Saga University Hospital, Saga, Japan

Risa Hirata

Takashi watari.

2 General Medicine Center, Shimane University Hospital, Shimane, Japan

Kiyoshi Shikino

3 Department of General Medicine, Chiba University Hospital, Chiba, Japan

Yosuke Sasaki

4 Department of General Medicine and Emergency Care, Toho University School of Medicine, Tokyo, Japan

Hiromizu Takahashi

5 Department of General Medicine, Faculty of Medicine, Juntendo University, Tokyo, Japan

Taro Shimizu

6 Department of Diagnostic and Generalist Medicine, Dokkyo Medical University, Tochigi, Japan

In Japan, general medicine is still relatively new as a specialty, having been established in 2018 as the 19th primary specialty. The relevant research field has therefore not been fully established yet, and the detailed research areas in this field have not been identified. We conducted a descriptive questionnaire-based web survey of members of the Japanese Society of Hospital General Medicine. Respondents were asked to highlight their research topics from the following categories: diagnostic excellence, design (problem-solving and thinking methodology), symptomatology, physical examination, clinical epidemiology, home and community medicine, general medicine education, organizational management, hospital administration, and “none of the above (add description of your work if desired)”. The respondents could choose multiple topics. There were 276 respondents (14% response rate), of whom 240 (86.9%) were male, 103 (37.3%) worked at universities, and 232 (84.1%) had previous research experience. Diagnostic excellence was the most common research topic category among generalists (n=87, 21.3%), followed by clinical epidemiology (n=83, 20.3%), symptomatology (n=41, 10.0%), home and community medicine (n=39, 9.6%), and general medicine education (n=36, 8.8%). Seventy-eight respondents (19.1%) chose “none of the above (add description of your work if desired)”. The main research topics were in areas fundamental to diagnostic excellence, ie, diagnostics, diagnostic error, clinical epidemiology, and symptomatology. Home and community medicine and general medicine education were also included as research topics because of their diverse roles. The research interests of generalists are therefore diverse, and new areas and frameworks are likely to be created in the future.

Introduction

The research activities of generalists are foundational to the development of general medicine. In the United States, hospital medicine has a history of over 25 years, and many international scientific articles have been published on clinical issues, such as patient safety, cost effectiveness and healthcare economics, high-quality education, patient satisfaction in patient-centered care, and healthcare services. 1 , 2 These academic activities have led to widespread recognition of generalists in the United States. 3 In Japan, however, general medicine was only established as the 19th primary specialty in 2018, and thus has a short history. 4 The relevant research field is therefore yet to be established. Clinical research reportedly accounts for approximately 60% of all research topics studied by Japanese generalists. 5 , 6 However, the detailed research areas in this field are still unidentified. We therefore conducted a questionnaire-based study among the members of the Japanese Society of Hospital General Medicine to clarify the kinds of research in which generalists are involved and to generate ideas about how research in general medicine may develop in the future.

Materials and Methods

We conducted a descriptive questionnaire-based web survey among the members of Japanese Society of Hospital General Medicine from April 2, 2021 to April 19, 2021. All 1886 members were eligible for this web survey. We sent e-mails to all members using the society’s mailing list, and asked them to complete a Google Form about their primary research areas. Six expert Japanese generalists, all of whom were included in the authors, used critical discussion to reach a consensus on which specific research topics for general medicine to include. They decided on the following topics: diagnostic excellence, design (problem-solving and thinking methodology), symptomatology, physical examination, clinical epidemiology, home and community medicine, general medicine education, organizational management and hospital administration, and “none of the above (add description of your work if desired)”. Respondents were asked to choose their research topic from these categories, and could choose multiple topics. The results were shown as percentages for each topic with the total number of answers to the question as 100%.

The Ethics Committee of Saga University Hospital waived the need for ethical approval for this study because it was made clear at the start of the survey that all respondents were medical doctors, and no clinical information was being collected. All respondents gave informed consent on the questionnaire website and personal information was anonymized in the analysis.

The background of the respondents is shown in Table 1 . In total, 276 of the 1886 eligible participants responded (14% response rate), because responding was voluntary. Among the respondents, the median number of years since graduating was 21 (interquartile range: 12–33), 240 (86.9%) were male, and 103 (37.3%) worked at universities. Ninety-four (34.1%) were administrators at community hospitals; 23 (8.3%) were professors at universities; 88 (31.9%) were faculty members of universities with a position of assistant professor or above, including professors; and 232 (84.1%) had previous research experience. The total number of answers to the multiple-choice questions on the research topic was 408. Diagnostic excellence was the most common research topic category among generalists (n=87, 21.3%), followed by clinical epidemiology (n=83, 20.3%), symptomatology (n=41, 10.0%), home and community medicine (n=39, 9.6%), general medicine education (n=36, 8.8%), organizational management and hospital administration (n=25, 6.1%), physical examination (n=14, 3.4%), and design (problem-solving and thinking methodology) (n=5, 1.2%) ( Figure 1 ). Seventy-eight respondents (19.1%) answered “none of the above (add description of your work if desired)”. In the free description section, five respondents said clinical research on specific organs and diseases, three respondents said infectious diseases, and two said pathology. Medical information and communication technology (ICT), occupational medicine, sports medicine, gerontology, Kampo medicine, advanced care planning, alternative medicine, rehabilitation, behavior transformation, and examination were each reported by one person.

Backgrounds of the Respondents

Abbreviation : IQR, interquartile range.

Research topics of generalists.

Diagnostic Excellence

In the field of general medicine, physicians may see a wide range of diseases, from common conditions to more challenging cases that are difficult to diagnose. The general medicine department frequently involves clinical diagnosis based on the organs. 7 Generalists therefore focus their case reports on rare diseases and atypical courses of common diseases. Diagnostic excellence includes the physician’s thoughts about diagnostics and diagnostic errors. 8 However, in recent years, another approach to research on the quality of diagnosis has been proposed, based on two axes: physician factors and environmental factors (situativity). 9 Clinical indicators and concepts to measure the quality of various diagnoses have also been developed, and their validation and application are currently major areas of interest in the diagnostics field. 10 , 11 Generalists have diagnostic skills developed through history acquisition and physical examination. 12 , 13 In-depth evaluation of diagnostic errors from the viewpoint of the professional can improve quality of clinical care. 14 , 15 Numerous case reports on diagnostic errors as resources to improve the quality of diagnosis have been published in Japan, and research is being conducted on the epidemiology of diagnostic errors, 15 , 16 diagnostic error education, 17 clinical prediction rules, artificial intelligence (AI)-based diagnosis, 18 and diagnostic concepts. 19 Generalists working in various settings may discover research interests in the course of their daily clinical practice. 20 , 21

Clinical Epidemiology

Clinical epidemiology research uses epidemiological methods to answer clinical questions, and contributes to decision-making in clinical practice. 22 Clinical epidemiology covers a wide range of topics, including disease, healthcare issues, healthcare services, patients’ quality of life, and health status. 22 In the Japanese specialty board system, those items are included in the competencies of general medicine. 23 There is therefore a high affinity between general medicine and clinical epidemiology. Clinical epidemiology is also a fundamental methodology in evidence-based medicine (EBM). That general medicine has taken the lead in promoting and developing EBM in Japan 24 , 25 probably influences the research topics chosen by generalists.

Symptomatology

Symptomatology is the science of exploring diseases and pathologies through symptoms and is essential for diagnostic excellence. Generalists treat new patients with various symptoms and diagnostic challenges, 23 such as fever of unknown origin that other medical institutions have been unable to diagnose. 26 , 27 In general medicine, there has been much research on diagnosis, patient background, and the characteristics of various symptoms including fever of unknown origin, disturbance of consciousness, and abdominal pain. 26 , 28–30 Generalists are also often consulted on diagnoses within their hospitals, and therefore symptomatology is likely to be a main topic in this specialty. 31

Home and Community Medicine

The considerable diversity of clinical experiences required of Japanese generalists may account for a certain percentage of their research interest in home and community medicine. This is because the role of generalists is not limited to inpatient and outpatient care at university hospitals and community hospitals. They are also required to provide medical care in various settings, including chronic care hospitals, long-term care facilities, clinics, and home care support hospitals and clinics. 25 , 32 Home and community medicine is quite different from university hospital care. Patients are treated in their everyday living environment, and close communication with patients is maintained. Under these circumstances, research on end-of-life care at home, 33 problems in community healthcare, 34 and medication usage are being actively conducted in the field of general medicine to provide more valuable healthcare services within the context of patients’ needs and limited healthcare resources. 35 Additionally, community medicine-based education is important in clinical education, 36 and therefore many studies on education in community medicine have also been conducted. 37 , 38

General Medicine Education

Unlike organ-based specialties, general medicine must provide holistic healthcare across organ systems. 25 , 39 Education for younger generations is also an essential role of generalists. 25 A generalist is a professional who needs extensive skills to cope with any patient need, including those beyond medical issues. 40 Training in general medicine can therefore help residents to improve their basic clinical skills. 41 The Japanese Model Core Curriculum for Medicine lists 37 symptoms, 42 and generalists’ experiences give them an advantage in providing comprehensive education on these symptoms. Given this background and the high affinity of general medicine with education, we believe that education is one of the more interesting research topics for generalists. They also have a vested interest in the education of younger generations to secure the future development of general medicine.

None of the Above (Add Description of Your Work if Desired)

In total, 19% of respondents in this study chose “none of the above (add description of your work if desired)”, but many did not provide details. Based on our previous studies, these respondents are probably involved in clinical research in organ-specific specialties or basic research. 5 , 6 However, there were a few respondents who mentioned specific topics such as Kampo medicine and alternative medicine, suggesting the diversity required by generalists. Nearly 20% of research topics could not be categorized, which implies that research in general medicine is not bound by the traditional distinctions of the past, and that there is room for further new fields and frameworks to be created and developed in the future. We consider that further research should be conducted to systematize research topics and clarify research interests in general medicine, which will eventually lead to the development of academic activities in general medicine in Japan.

Limitations

This study had several limitations. First, there could be response bias in the questionnaire survey. There would also have been selection bias because the response rate was 14%, which is lower than previous similar surveys. 5 , 34 , 43 We were also unable to evaluate the respondents’ level of experience or familiarity with general medicine research. These could have influenced our findings. Additionally, this was a descriptive study involving only Japanese generalists. Further international studies should be conducted to focus on each research topic, and clarify the research interests of generalists. Comparative studies to clarify the differences in research topics between generalists and other specialists should also be considered.

Conclusions

The main research topics of generalists were foundational areas of diagnostic excellence: diagnostics, diagnostic errors, clinical epidemiology, and symptomatology. Generalists are required to recognize and manage a wide range of conditions, and home and community medicine and general medicine education were therefore also included in their research topics. Our results suggest that there may be many topics that cannot be categorized within the framework of research themes used in this study. These findings emphasize the diversity of research interests among generalists. We consider that new fields and frameworks will be created in the future that allow for innovative research directions for generalists, not limited to older, more traditional approaches to research.

Acknowledgments

We thank Ms. Miho Hayashida from Saga University Hospital for their kind support for this work. We also thank Edanz ( https://jp.edanz.com/ac ) for editing a draft of this manuscript.

Funding Statement

There is no funding to report.

Abbreviations

AI, artificial intelligence; EBM, evidence-based medicine; ICT, information and communication technology.

Author Contributions

All the authors made a significant contribution to the work reported with respect to the conception, study design, execution, acquisition of data, analysis, and interpretation. All authors took part in drafting, revising, or critically reviewing the article, and they gave their final approval of the version submitted for publication. All the authors have agreed on the journal for submission and agree to be accountable for all aspects of the work.

Masaki Tago is supported by grants from the Japan Society for the Promotion of Science, JSPS KAKENHI Grant Number JP 18K17322 and JP21H03166. The sponsor of the study had no role in the preparation of the manuscript.

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PSM Thesis Topics for MD/DNB

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Below is the list of 100 free thesis topics for MD/DNB Preventive and social medicine . You can select any good Preventive and social medicine  thesis topics for MD/DNB from here. For more thesis topics you can avail the service of premium thesis topics. The premium thesis topics include list of 2000+ Preventive and social medicine  thesis topics as well as recent topics which has been published in various national and international Preventive and social medicine  journals. 

• A study of complementary feeding practices amongst mothers of children aged six months to two years attending an immunisation clinic.
• A study of factors associated with health seeking behavior of elderly in rural community
• Knowledge,attitude,practice and toxicity symptoms asssociated with pesticide use among farm workers in a rural area.
• A community based study of prevalence of selected risk factors of osteoporosis in adult male population in an organized sector. Study of quality of life in hiv/aids patients in a tertiary care center.
• Knowledge and practices regarding injection procedures among injection providers in a tertiary care hospital.
• A comparative study of prevalence of hypertension,and its association with bmi and waist circumference,among adolescent school children in urban and rural area.
• A study of family planning practices in an urban slum.
• A cross sectional study of susceptibility to rubella among college students.
• A study of morbidity profile of middle,secondary and higher secondary school children in an urban area.
• A study of newborn care practices in the filed practice area of urban health center, sulthan palya.
• Socio-demograhic and reproductive variables in relation to female reproductive tract malignancies: hospital based case-control study.
• Clinico -epidemiological profile and risk factors of hypertension among the bank employees in western maharastra-a cross sectional study.
• An epidemiological study of overweight and obesity and its risk factors among adults in an adopted urban slum area.
• To study the prevalence and risk factors of obesity in bank employees in the city.
• Quality of life,stress and depression in geriatric population residing in field practice area of urban health training centre-a cross sectional study.
• Study of anaemia in adolescent girls and its co-relation with dietary intake.
• Assesment of effect of early childhood development interventions on child feeding practices including responsive feeding and nutrition status of 6 to 23 months old children.
• Awareness and health care seeking behaviour for newborn danger signs among mothers in rural area.
• Process evaluation of implementation of rashtriya bal swasthya karyakram in a District in central india.
• Status and effectiveness of implementation of weekly iron and folic acid supplementation Scheme in schools.
• Assessment of effect of a school-based behavior modification strategy on improvement in physical activity among school children.
• Prevalence of primary infertility among reproductive age group women.
• Menstrual morbidities in adolescent girls and their health seeking behavior in rural area.
• A study of health profile of juveniles placed in remand home.
• Cross sectional study of patients attending diabetic clinic in a tertiary care hospital.
• Epidemiological study of ischemic heart disease in patients admitted in intensive care unit in the tertiary care hospital.
• Study of contraceptive use and unmet need for contraception in married women of reproductive age group in urban slum area.
• Study of some epidemiological determinants of road traffic accidents.
• A study of morbidity associated with biomass fuel combustion among women in rural field practice area of a medical college.
• Profile of multimorbidity and associated socio-demographic factors:a hospital based study.
• A cross sectional study of health profile of bus drivers with special focus on mental health.
• Evaluation of the quality of pulmonary tuberculosis management among private practitioners in an urban area with special reference to rntcp guidelines/dots Strategy.
• A study to determine the prevalence of diabetes mellitus in tuberculosis patients registered for treatment under rntcp.
• Study of health profile of hiv positive
• Orphans in selected orphanages and challenges faced by their caregivers.
• Assessment of knowledge and practices regarding menstruation in school going Adolescent girls who attained menarche.
• Prevalence of sharps injuries among health care workers and assessment of their knowledge,attitude and practice regarding post-exposure prophylaxis for hiv in a tertiary care hospital.
• Morbidity pattern among geriatric population in field practice area of urban health centre.
• Prevalence of high risk pregnancy and its outcome in rural area.
• Health status of bank employees with special reference to musculoskeletal disorders.
• Risk factors for oral cancer : a case control study.
• Prevalence and determinants of caesarean section in an urban slum.
• To study to determine the prevalence of diabetes mellitus and it’s associated risk factors in class iv employess of tertiary care hospital and their family members residing in the hospital campus.
• Assessment of vitamin d status among the geriatric population in a tertiary care hospital of a metropolitan city.
• Prevalence of anemia morbidity school absenteeism and examination performance among lower primary school children.
• Coronary heart disease at the tertiary care hospital – a 5 years retrospective analysis.
• Assessment of the functionality status of the health facilities,according to the iphs guidelines.
• An epidemiological study of health hazards in sawmill workers.
• Study of prevalence & risk factors of metabolic syndrome in teaching staff of Engineering college.
• An epidemiological study of road traffic accident cases admitted in tertiary care Hospital from central india.
• Immunization coverage and its associated factors among children aged 12-23 months in rural area of a district.
• Evaluation of janani suraksha yojana in rural area of a district.
• Nutritional status of adolescent girls in rural area of a district.
• Study of factors associated with delay in diagnosis and treatment initiation in pulmonary tuberculosis.
• Cross sectional study of health status of geriatric population in urban and rural field practice area under community medicine department.
• Monitoring and surveillance of hypertension control in urban slum through community ownership programme.
• An epidemiological study of acute malnutrition in children six months to five years of age in an urban slum.
• Study of health care seeking behaviour and reasons for patient and health system delay in diagnosis of tuberculosis patients
• A cross sectional study to assess the antenatal utilization and factors affecting them in a tribal area.
• A cross-sectional review of issues and challenges in immunization services of under-five children amongst brick-kiln workers settlements.
• A cross-sectional epidemiological study of assessment of health needs and awareness regarding reproductive health in adolescent girls in rural area.
• An epidemiological study of health needs assessment and health seeking behavior Among geriatric population of and urban slum in a metro city
• A cross sectional epidemiological study of morbidity profile and assessment of health needs among workers of municipal water treatment plant.
• Clinical evaluation of safety and immunogenicity of indirab and verorab using simulated updated thai red cross regimen in healthy volunteers phase iii randomized controlled trial.
• A study of health problems lifestyle and behaviour of college youths in an urban area.
• Occupational health and safety measures among the health care workers in ancillary departments of a private tertiary care hospital.
• An epidemiological study of morbidity profile and health seeking behavior amongst brick workers in a rural field area of tertiary care hospital.
• A cross sectional epidemiological study of morbidity pattern and factors influencing mental health status with special focus on depression in geriatric population in field practice area of unban an health centre.
• A cross-sectional study to determine occupational determinants influencing health status & morbidity profile of traffic police in a metropolitan city.
• An epidemiological study to evaluate determinants influencing health status amongst married working women in the administrative departments of a medical college and a tertiary care hospital attached to it.
• An epidemiological mapping of growth and development in children below 3 years of age in a rural area.
• A cross-sectional study to evaluate the epidemiological determinants influencing the health status of meat handlers in the field practice area of an urban health centre in a metropolitan city.
• A study of knowledge attitudes and practices of private general practitioners in davangere city regarding tuberculosis and its control.
• Study of profile of the burns cases admitted to the a tertiary care hospital.
• Study of acute respiratory infections among pre-school children in rural field practice area.
• A prospective study to know the type of tuberculosis treatment outcome and reason for default among pediatric tuberculosis cases.
• Study of gaps between precepts and practices of preventive measures and pre hospital care among injury cases.
• A study to assess the outcome with particular reference to institutional deliveries after interventions under janani suraksh yojana in a primary health center area.
• Prevalence of bronchial asthma in adult population in rural field practice area.
• Knowledge attitude and practice of first aid in rural women
• To determine measles vaccination coverage and the socio-cultural factors associated with partial immunization among children of aged between 9-24 months in the urban slums.
• Nutritional status of adolescent girls residing in an urban slum of bagalkot city – a cross sectional study.
• A study on risk factors of type-2 diabetes mellitus – a case control study.
• Acute respiratory infections in under five children in urban slums.
• To estimate the proportion of substance use and socio-demographic factors among street children.
• Epidemiological determinants among the suspects of multidrug resistance tuberculosis.
• Occupational safety and health risks in selected estates of a tea planting company.
• A comparative study of prevelence and needs of persons with disability in selected rural areas.
• Health scenario and service utilization in urban slums of Surat city: Perspectives among young girls.
• Assessment of the Factors Related to the Development of Drug Resistant Tuberculosis in Category IV Eligible Patients.
• A study on life style risk factors on prevalence of hypertension among college going students.
• Situational analysis of NICU of tertiary health care, public health sector of western India.
• Diagnosis, Compliance & Treatment Outcome Among Public & Private Sector- A Retrospective Cohort Study.
• Undernutrition Among Three to Five Years Old Children Attending Anganwadi Centers in a City.
• Study of health profile and lifestyle disorder pattern among medical students.
• A Study Of Knowledge, Attitude and Practice Of Universal Precautions and Post Exposure Prophylaxis for HIV Among Resident doctors.
• An interventional study regarding reproductive health among adolescent girls in the rural field practice area.
• Evalution of Treatment outcome of tuberculosis patients in the urban filed practice area.
• Rural Prevalence of type 2 diabets mellitus :A Cross sectional study
• Occupational Stress among staff nurses: Controlling the risk to health.

Disclaimer!

There are many methods of sample size determination. It is one of the first hurdle when someone starts writing a thesis. I have tried to give simplest way of determination of sample size. You need to show the method to your PG teacher before you include this method in your thesis. First confirm from your PG teacher and then only proceed.

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Dolores Albarracín Elected to 2023 Class of AAAS Fellows

Albarracín is being recognized for her contributions to social psychology, public health, and science communication.

The American Association for the Advancement of Science (AAAS) has announced that Alexandra Heyman Nash University Professor Dolores Albarracín has been elected to their new class of Fellows, along with five other Penn scholars .

Election as an AAAS Fellow is among the highest honors in the scientific community, recognizing the excellence of the Fellows’ work and placing them among some of the most revolutionary minds in the field of science.

AAAS Fellows are nominated and elected by current AAAS members for their unique contributions to the scientific enterprise and their potential for future innovation. 

Albarracín is being recognized for her contributions to social psychology, public health, and particularly the spread of infectious diseases worldwide and for the effective communication of science to the public.

A Penn Integrates Knowledge Professor with appointments in the Annenberg School for Communication, School of Arts & Sciences, School of Nursing, and Wharton School, Albarracín is the director of the Social Action Lab as well as the Annenberg Public Policy Center’s Science of Science Communication Division.

As a social psychologist who studies social cognition, attitudes, and behavioral change, Albarracín has published six books and nearly 200 journal articles. She is a fellow of the American Psychological Association, Association for Psychological Science, Society for Experimental Social Psychology, and American Academy of Political and Social Science and the editor of the Journal of Personality and Social Psychology: Attitudes and Social Cognition. The Society of Social and Personality Psychology, of which Albarracín is past president, recognized her with the Award for Outstanding Scientific Contributions to Research on Attitudes and Social Influence in 2018 and the Diener Award in Social Psychology in 2020.

Other 2023 AAAS Fellows from Penn include T. Tony Cai, Noam A. Cohen, Shu Yang, Edward A. Stadtmauer, and Michael Lampson. The full list of 2023 AAAS Fellows can be found on the AAAS website.

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Following the people and events that make up the research community at Duke

Navigating the Complex World of Social Media and Political Polarization: Insights from Duke’s Polarization Lab

By Noor Nazir

On April 19, 2024

In Uncategorized

Unless you’re okay with people stealing your data for their own research, conducting studies based on social media is next to impossible. To our luck, Duke’s Polarization Lab ‘s Max Allamong has dedicated itself into exploring this complex relationship: it is a multidisciplinary research hub designed to explore and mitigate the societal effects of online engagement. I recently had the opportunity to delve into the workings and discoveries of this innovative lab, which brings together experts from seven disciplines and various career stages, supported by twelve funders and partners, including five UNC affiliates.

States like Florida and Texas regulate social media companies to protect the influence they may have on creating political polarization . This is indicative of the ongoing battle over online spaces that the U.S. Supreme Court is currently dealing with. Given the legal challenges involved over the concerns of the role social media plays in creating polarization, there is a need for further research to explore the issue. This is the kind of research the Polarization Lab conducts.

Max Allamong

In their attempt to conduct research ethically, the lab has developed a tool called “Discussit.” This platform enables users to see the partisanship of people they are communicating with online, aiming to reduce polarization by fostering dialogue across political divides. To put it simply, they’ll know if they’re talking to someone from the left or if they’re talking to someone from the right. Building on this, Allamong also introduced “Spark Social,” a social media simulator where researchers can adjust variables to study interactions under controlled conditions. This system not only allows for the modification of user interactions but also employs large language models (like those used in ChatGPT) to simulate realistic conversations.

Allamong highlighted a particularly revealing study from the lab, titled “Outnumbered Online,” which examined how individuals behave in partisan echo chambers versus balanced environments. The study placed users in forums where they were either in the majority or minority in terms of political alignment, revealing that being outnumbered led to increased self-censorship and perceptions of a toxic environment.

The lab’s ongoing work also explores the broader implications of polarization on political engagement. By manipulating the type of content users see, researchers are examining variables like believability and replicability of data generated by AI. This approach not only contributes to academic knowledge but also has practical implications for designing healthier online spaces.

As social media continues to shape political and social discourse, the work of Duke’s Polarization Lab and Allamong serves as a safe space to conduct ethical and meaningful research. The insights gained here will better equip us to analyze the polarization created by social media companies, and how that affects the political landscape of the country. The longstanding questions of the effects of echo chambers may soon be answered. This research will undoubtedly influence how we engage with and understand the digital world around us, making it a crucial endeavour for fostering a more informed and less polarized society.

Post-COVID: The New Normal in the Health Care System

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