Short Course in Multilingual Research Methods

多语言研究方法短期课程

基本信息

批准号：
10268051
负责人：
Katherine M Yun
金额：
$ 16.39万
依托单位：
CHILDREN'S HOSP OF PHILADELPHIA
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-08-16 至 2026-06-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10268051
关键词：
Address Adherence Adolescent Advisory Committees Affect Anthropology Asians Attention Awareness Behavioral Research Biomedical Research Budgets Caregivers Child Child Health Civil Rights Clinical Research Clinical Trials Collaborations Communication Communities Consent Demography Development Discipline Discipline of Nursing Education Educational workshop Enrollment Environment Ethics Exclusion Exclusion Criteria Faculty Family Funding Health Individual Interview Justice Knowledge Language Latino Limited English Proficiency Linguistics Longevity Maternal and Child Health Measures Mediating Medical Methods Minority Monitor Multilingualism Outcome Parents Participant Pediatric Hospitals Pediatrics Peer Review Pennsylvania Philadelphia Policies Population Preparation Protocols documentation Psychology Reproducibility Research Research Methodology Research Personnel Research Project Grants Resources Sampling Seasons Surveys Training Training Programs Training Support Translations Triad Acrylic Resin United States National Institutes of Health Universities Video Recording Woman Work Writing bilingualism career development cohort design experience instrument mid-career faculty oral communication programs recruit satisfaction skills success symposium theories tool virtual webinar

项目摘要

PROJECT SUMMARY/ABSTRACT Addressing a paucity of training in multilingual research methods, we propose a unique, short-term education program to provide child health researchers with the sensitivity, skills, and knowledge to recruit and engage Limited English Proficiency (LEP) children and families in research. In the US there are approximately 7.8 million children and adolescents with no English-proficient parents. These children and youth are disproportionately excluded from child health research because of language barriers, and this threatens both the validity and the generalizability of research findings. It also raises difficult questions regarding adherence to the ethical principle of justice and the Civil Rights Act. And because Latino and Asian children are disproportionately affected by language barriers, lack of preparation to conduct multilingual research is also a barrier to adherence to the NIH policy regarding the inclusion of minorities as subjects in clinical research. To address this gap, we propose a training program with three components: First, we will offer a 3-day virtual workshop including hands-on training sessions with expert medical interpreters; orientation to an anthropological understanding of language and communication; practice in the development of multilingual enrollment and study instruments; and attention to team-building and budgeting for language resources. Second, we will deliver monthly webinars to address specific, practical issues that arise in the experience of trainees following the short course, e.g., writing for peer review. Third, we will create opportunities for participants to convene, network, and engage in professional development—e.g., by collaborating on conference workshop submissions and holding monthly, virtual works-in-progress—to build an intellectual community for multilingual child health research. These activities will be led by seasoned researchers, educators, and professional interpreters from Children’s Hospital of Philadelphia, University of Pennsylvania, and Pennsylvania State University, in collaboration with senior researchers from the project’s Invited Faculty and Advisory Committee. The short course will be appropriate for graduate, postdoctoral, and other child health investigators, including early and mid-career faculty, with prior research methods/design training and who are seeking specialized training in multilingual methods. By training and supporting a cohort of investigators, we hope to help transform the practice of child health research by making inclusion of LEP children and families the norm rather than the exception. We also hope to support the career development of multilingual investigators from underrepresented backgrounds by providing them with the training and tools to leverage their language skills for rigorous and reproducible research and grant-seeking. Ultimately, we believe this short course will enhance the equity, quality, and impact of child health research, leading to better health outcomes for children in the US and around the world.

项目概要/摘要针对多语言研究方法培训匮乏的问题，我们提出了独特的短期教育为儿童健康研究人员提供招募和参与的敏感性、技能和知识的计划在美国，大约有 7.8 名英语水平有限 (LEP) 的儿童和家庭参与研究。数以百万计的儿童和青少年没有精通英语的父母。由于语言障碍，儿童健康研究被不成比例地排除在外，这对双方都构成威胁研究结果的有效性和普遍性也提出了有关遵守的难题。正义的道德原则和《民权法案》，因为拉丁裔和亚洲儿童是。受到语言障碍的影响尤为严重，缺乏进行多语言研究的准备也是一个问题遵守 NIH 关于将少数族裔作为临床研究对象的政策的障碍。为了弥补这一差距，我们提出了一个包含三个组成部分的培训计划：首先，我们将提供为期 3 天的虚拟培训研讨会，包括与专家医疗口译员一起参加的实践培训课程；人类学对语言和交流的理解；多语言发展的实践；入学和学习工具；以及关注团队建设和语言资源预算。其次，我们将每月举办一次网络研讨会，以解决在经验中出现的具体实际问题。参加短期课程的学员，例如为同行评审撰写文章第三，我们将为他们创造机会。参与者召集、建立联系并参与专业发展——例如，通过合作会议研讨会提交并每月举行一次虚拟的正在进行中的工作——以建立一个知识分子这些活动将由经验丰富的研究人员领导，宾夕法尼亚大学费城儿童医院的教育工作者和专业口译员，和宾夕法尼亚州立大学，与该项目特邀教师的高级研究人员合作短期课程适合研究生、博士后和其他儿童。健康调查员，包括早期和中期职业教师，接受过先前的研究方法/设计培训，并且正在寻求多语言方法专门培训的人。通过培训和支持一组研究人员，我们希望帮助改变儿童健康实践我们也希望通过研究使 LEP 儿童和家庭成为常态而不是例外。通过提供以下内容，支持来自代表性不足背景的多语言调查人员的职业发展为他们提供培训和工具，以利用他们的语言技能进行严格且可重复的研究最终，我们相信这个短期课程将提高儿童的公平性、质量和影响力。健康研究，为美国和世界各地的儿童带来更好的健康结果。