To overcome the dearth of high-quality, evidence-based, role-specific training for community health workers and promotoras (CHW/Ps) working with research teams, we developed and evaluated a peer-led research best practices training for CHW/Ps. This article qualitatively explores the training experiences from the perspectives of CHW/Ps.

CHW/Ps were recruited from communities and partners affiliated with study sites in Michigan, Florida, and California to participate in peer facilitated trainings in English and Spanish. A purposeful sample of CHW/Ps completed interviews from July to December 2023 about their perceptions of the training. Three coders analyzed the interviews using a combination of the rigorous and accelerated data reduction (RADaR) technique and thematic text analysis.

Seventeen CHW/Ps participated in interviews (N = 10 in English; N = 7 in Spanish). The mean age was 43.7 ± 14.5 years, most were female (59%), and 47% identified as Hispanic, Latino, or Spanish. We identified three primary themes, each with resulting subthemes: (1) CHW/Ps’ Perceptions of the Training, (2) Factors Influencing Receipt of the Training, and (3) CHW/Ps’ Recommendations for Future Trainings. Despite offering some opportunities for improvement in various areas, CHW/P learners found the training further clarified their role as CHW/Ps, enhanced their knowledge and skills, and provided a beneficial foundation for CHW/Ps working in community-engaged research.

A peer-led research best practices training for CHW/Ps is an effective strategy for enhancing CHW/Ps’ knowledge and skills. Training CHW/Ps in research best practices is a strategy for enhancing the capacity and capability of this community-engaged research workforce

Community health workers and promotoras (CHW/Ps) increasingly support research conducted in communities but receive variable or no training. We developed a culturally and linguistically tailored research best practices course for CHW/Ps that can be taken independently or in facilitated groups. The purpose of this study was to evaluate the facilitated training.

CHW/Ps were recruited from communities and partners affiliated with study sites in Michigan, Florida, and California. They participated in virtual or in-person training facilitated by a peer in English or Spanish and then completed a survey about their abilities (i.e., knowledge and skills for participating in research-related work) and perceptions of the training. Linear regression analyses were used to examine differences in training experience across several factors.

A total of 394 CHW/Ps, mean age 41.6 ± 13.8 years, completed the training and survey (n = 275 English; 119 Spanish). Most CHW/Ps were female (80%), and 50% identified as Hispanic, Latino, or Spanish. Over 95% of CHW/Ps rated their abilities as improved after training; 98% agreed the course was relevant to their work and felt the training was useful. Small differences were observed between training sites.

Most CHW/Ps rated the training positively and noted improved knowledge and skills for engaging in research-related work. Despite slight site differences, the training was well received, and CHW/Ps appreciated having a facilitator with experience working in community-based settings. This course offers a standard and scalable approach to training the CHW/P workforce. Future studies can examine its uptake and effect on research quality.

Clinical research requires a competent workforce of clinical research professionals (CRPs) who are well-trained to perform varied and complex tasks within their roles. The Joint Task Force for Clinical Trial Competency (JTF) framework established essential domains for conducting high-quality clinical research that can guide professional development of CRPs. The Research Professionals Network (RPN) Workshops were established in 2017 to focus on developing ongoing inter-institutional, peer-led, JTF-centric continuing education for CRPs. Four institutions and their affiliates are part of the collaboration.

Workshop participant survey data and other metrics were collected over four academic years. Both quantitative and qualitative analyses were performed to assess participant experience and identify relevant themes.

Participants demonstrated overall high satisfaction with the workshops and significantly value the interpersonal, inter-institutional collaboration made possible through the workshops.

These inter-institutional RPN Workshops have evolved into a Community of Practice, which can be expanded into future opportunities.

Community health workers and promotoras (CHW/Ps) have a fundamental role in facilitating research with communities. However, no national standard training exists as part of the CHW/P job role. We developed and evaluated a culturally- and linguistically tailored online research best practices course for CHW/Ps to meet this gap.

After the research best practices course was developed, we advertised the opportunity to CHW/Ps nationwide to complete the training online in English or Spanish. Following course completion, CHW/Ps received an online survey to rate their skills in community-engaged research and their perceptions of the course using Likert scales of agreement. A qualitative content analysis was conducted on open-ended response data.

104 CHW/Ps completed the English or Spanish course (n = 52 for each language; mean age 42 years SD ± 12); 88% of individuals identified as female and 56% identified as Hispanic, Latino, or Spaniard. 96%–100% of respondents reported improvement in various skills. Nearly all CHW/Ps (97%) agreed the course was relevant to their work, and 96% felt the training was useful. Qualitative themes related to working more effectively as a result of training included enhanced skills, increased resources, and building bridges between communities and researchers.

The CHW/P research best practices course was rated as useful and relevant by CHW/Ps, particularly for communicating about research with community members. This course can be a professional development resource for CHW/Ps and could serve as the foundation for a national standardized training on their role related to research best practices.