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We sought to explore how the COVID-19 pandemic impacted community-engaged research (CEnR) from both researcher and community partner perspectives, identify challenges and facilitators affecting their experiences, and describe desired supports for CEnR during future health crises.
Methods:
We conducted semi-structured, virtual interviews with ten researchers and eight partners who conducted or collaborated on CEnR during the COVID-19 pandemic. Interviews were recorded and transcribed for analysis. We analyzed the transcribed data thematically through an iterative process involving memoing, consensus coding, and reviewing memos and code reports to identify and describe key categories and themes.
Results:
Challenges identified were related to wellbeing and personal circumstances, such as feeling burnt out, managing increased caregiving responsibilities, or concern about risk of illness; institutional barriers, such as inflexible and burdensome financial, regulatory, and administrative policies; and virtual engagement, such as distractions, limited Internet access, or difficulty forming relationships online. Facilitators fell into two categories. Foundational factors such as strong existing partnerships, funding, and project-specific circumstances were critical to facilitating CEnR activities. Strategy-based facilitators focused on overcoming challenges and included communication, flexibility, risk mitigation, and utilizing techniques to enhance virtual engagement. Desired supports included flexible funding, resources for navigating research during crises, and increased virtual engagement accessibility and guidance.
Conclusions:
By better understanding challenges and facilitators affecting experiences of researchers and community partners during the COVID-19 pandemic, we can develop strategies and resources to better support CEnR partnerships during future crises.
Although health science disciplines may implement an element of research in the curriculum, the primary focus has been on learning clinical practice and the creation of safe practitioners. Examples of best practice include early implementation of research in the undergraduate curriculum, scaffolding, and collaboration. In order to improve practices related to undergraduate research in the health sciences, it is important to address the needs and developments required. These needs include changing the perceptions of the value of undergraduate research for both students and faculty, finding ways to add undergraduate research to an already full and potentially overwhelming curriculum, addressing the institutional barriers that prevent undergraduate research from occurring, and reducing barriers related to faculty experience and time constraints.
While there has been progress for women in globally mobile work, there are enduring problems and challenges. In particular, women continue to be under-represented in management and leadership roles worldwide. In this chapter, we summarise current knowledge about women and globally mobile work and present a framework of factors that may either facilitate or hinder global mobility for women. We identify some important gaps in knowledge and suggest areas for future research to improve understanding of the experiences of women and their participation in global mobility. Finally, we offer practical recommendations for policy-makers, organisations that manage globally mobile workers, leaders and managers, and women who are currently and/or aspire to be globally mobile.
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