A Case Study of Community-Academic Partnership in Improving the Quality of Life for Asthmatic Urban Minority Children in Low-Income Households

Positive deviance/hearth intervention in collaboration between academia and NGOs: a realist evaluation

Numerous NGOs and donors from high-income countries (HICs) offer diverse funding to assist LMICs. A collaborative effort in nutrition programs in urban communities was conducted by an international NGO with a local university, representing the NGO's first mode of partnership with academia. This study used realist evaluation to understand how and why Positive Deviance/Hearth intervention conducted by NGOs collaborated with university work or failed to work in urban population. We uncovered the underlying mechanisms that lead to certain outcomes in different situations of academia-NGO partnership. The initial program theory was formulated after discussions with main program officers from both NGO and academia. We conducted stakeholder interviews and FGD, along with validation and reviewing secondary data. The initial program theory underwent testing and refinement through a series of Focus Group Discussions (FGDs) involving program officers and local government health offices. We adhered to the RAMESES II reporting standards for realist evaluations when presenting the findings. Five Context Mechanism-Outcome (CMO) configurations are identified from three program theories. Our findings illustrate the importance of considering the local context of the population when implementing standardized international NGO interventions. All the CMOs indicate that at the very least, collaborative programs between academia and NGOs should involve more stakeholder involvement and build clearer expectations between stakeholders.

Identification of a partnership model between a university and not-for-profit organization to address health professions education and health inequality gaps through simulation-based education: A scoping review

Simulation-based education is a key aspect of health professions education used to aid healthcare providers in developing and maintaining clinical skills. Rural and remote healthcare providers have limited access to skills development opportunities. Training tools such as simulators are primarily limited to university and hospital-based research centers in urban areas. This scoping review aimed to examine current literature to identify a partnership model involving academic institutions and non-profit organizations (NPOs) that focuses on facilitating the wider distribution of simulators. The five-stage Arksey and O'Malley methodological framework for conducting scoping reviews and the Joanna Briggs Institute Manual for Evidence Synthesis was used to guide the scoping review. The search was conducted on five literature databases, three grey literature databases and through manual reference searching with an applied time frame of 2000 to 2022. The search identified 15 articles that met the eligibility criteria and were included in the study. Analysis of the articles revealed that no partnership model currently exists that facilitates the production and distribution of simulators through a partnership between academic institutions and NPOs. Establishing the partnership, acquiring funding, implementation, monitoring and evaluation, and dissemination were identified as key stages of a multi-institutional partnership. Further research is necessary to fill the gaps of the partnership process pertaining to the development and production of simulators to train healthcare providers.

Incorporating Community Member Perspectives to Inform a Resident Health Equity Curriculum

Background There are few published resources to guide content of health disparities curricula. To train physicians to effectively address disparities, the needs and expectations of the local community need to be considered. Objective To obtain community insight about factors influencing health disparities and important components of a health disparities curriculum for residents. Methods This qualitative study consisted of 5 focus groups held in 2019; 4 included local community members, and the fifth was of leaders from local agencies serving these communities. Each focus group was professionally led and transcribed. Using an inductive approach to content analysis, the authors created codes from the transcripts. They then categorized the codes to support the development of themes. Results Sixty-five community members participated in the 4 focus groups, and 10 community leaders participated in the fifth. Overall, 6 themes emerged from the data: (1) A healthy community is a community with access; (2) system-inflicted stress weighs heavily on health; (3) communities have internal strengths; (4) racism affects care delivery; (5) respectful bedside manner is necessary to build trust and better health outcomes; and (6) experience the community to learn and appreciate strengths and needs. Conclusions This study illustrates that the community's input provides insights on what to include in a health disparities curriculum and serves as a model for incorporation of the community perspective in curriculum development.