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The Community Engagement and Translational Research Speaker Series: An Innovative Model of Health Education
Lori E Crosby1* William D Parr2 Monica J Mitchell3
1Department of Pediatrics and Co-director of Training, Community Engagement Core, Center for Clinical and Translational Science and Training (CCTST), Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
2Community Engagement Core, CCTST, Cincinnati Children’s Hospital Medical Center, University of Cincinnati, Cincinnati, Ohio, USA
3Department of Pediatrics and Co-director, Community Engagement Core, CCTST, Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
- *Corresponding Author:
- Dr. Crosby
Cincinnati Children’s Hospital Medical Center, 3333 Burnet Avenue
MLC 3015, Cincinnati, OH 45229, Ohio, USA
Tel: (513) 636-5380
Fax: (513) 636-7756
E-mail: Lori.Crosby@cchmc.org
Received date: July 04, 2013; Accepted date: July 22, 2013; Published date: July 24, 2013
Citation: Crosby LE, Smith T, Parr WD, Mitchell MJ (2013) The Community Engagement and Translational Research Speaker Series: An Innovative Model of Health Education. J Community Med Health Educ 3:227. doi: 10.4172/2161-0711.1000227
Copyright: © 2013 Crosby LE, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Abstract
Introduction: New models of health education are needed as research is becoming increasingly translational and as health care models are being applied to both medical and community settings. The Community Engagement and Translational Research Speaker Series is an innovative model for community health education that engages academic and community participants in shared learning. Method: Over the previous four years, eight Speaker Series events each consisting of three, distinct educational activities have been developed and implemented. Attendees provided ratings on each series event and a subset of them completed a knowledge and process evaluation. Results: The Speaker Series has been well attended by both academic and community representatives (N = 1,573). Evaluation data indicate that participants were highly satisfied across the three events (95%). Data also indicate that the Speaker Series met its intended goals of incorporating community feedback (91%) and increasing knowledge of community resources (98%), identifying health priorities (85%), and developing academic-community partnerships (95%). Conclusion: The Speaker Series has been evaluated positively by both academic and community representatives. This health education model is comprehensive and could be replicated by medical schools and universities striving to enhance community health education programs and curricula.
