Browsing by Author "Shaw, Pamella"

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    Impact of Knowledge About Alzheimer’s Disease on Interest in Participation in Biomarker Research
    (Wiley, 2025-01-09) Etchison, Taylor; Eliacin, Johanne; Polsinelli, Angelina J.; Richards, Ralph; Richards, Mollie; Campbell, Christopher; Shaw, Pamella; Gao, Sujuan; Van Heiden, Sarah; Risacher, Shannon L.; Hendrie, Hugh C.; Saykin, Andrew J.; Wang, Sophia; Radiology and Imaging Sciences, School of Medicine
    Background: Previous studies suggest limited knowledge about Alzheimer’s Disease (AD) is a barrier to underrepresented group participation in AD research. Connections between knowledge of AD and factors like social determinants of health or confidence in biomarker research have not been carefully examined. We hypothesized perceived knowledge about AD would be associated with research hesitancy independent of sociodemographics and trust of researchers. Method: The AD‐REACH study surveyed 399 research‐naïve non‐Hispanic Black and white adults 55 years and older living in Indianapolis, Indiana. Participants reported perceived knowledge of AD on a 5‐point scale (5 = “I know what [AD] is, what causes it, and how to manage and prevent it;” 1 = “I know nothing at all”). Knowledge was dichotomized into higher (≥ 3) and lower (< 3) levels. Demographics were compared using chi‐squared tests and t‐tests. Ordinal logistic regression models examined the association between perceived knowledge about AD and outcome variables (e.g., hesitancy towards research participation) and were adjusted for sociodemographics and very high trust of researchers. Result: Those who reported being Black, male, from a higher Area Deprivation Index, or having less than 16 years of education had lower perceived knowledge about AD (Table 1). Trust of researchers was not associated with perceived knowledge. Those reporting lower AD knowledge described more hesitancy to participate in biomarker research (53.0% vs 72.7%, OR 2.50, 95% CI 4.35‐1.39, p = 0.002) and blood draw (62.3% vs 80.9%, OR 2.17, 95% CI 4.00‐1.19, p = 0.012) but not neuroimaging procedures (Table 2). Those with lower perceived knowledge of AD were more likely to need additional information to make decision about whether to participate in research (58.1% vs 29.9%, OR 3.70, 95% CI 9.09‐1.49, p = 0.005) (Table 3). Conclusion: Populations with health disparities report lower knowledge of AD, and lower perceived knowledge is associated with research hesitancy, especially for biomarker procedures. Perceived AD knowledge is also independent from trust, suggesting the feasibility of a two‐pronged intervention to foster diverse participation in AD biomarker research. Future studies will need to confirm these findings in other cohorts and examine how culturally tailored strategies to increase AD knowledge may reduce research hesitancy among underrepresented groups.
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    Strategies for Broadening Participation of Underrepresented Minority Students in STEM
    (Office of the Vice Chancellor for Research, 2016-04-08) Jones, LeRoy; Nguyen, Kim; Shaw, Pamella; Bruozas, Meridith; Bahamonde, Rafael; Botanga, Christopher; Cole, Deborah
    The Louis Stokes Midwest Center of Excellence (LSMCE) was created in 2012 to communicate evidence-based program effectiveness garnered from the Louis Stokes Alliances for Minority Participation (LSAMP) consortium to a broader audience. The goal of LSMCE is to serve as a national hub of information for scholars to access data, models, and funding opportunities in broadening the participation of underrepresented minority (URM) students in Science, Technology, Engineering, and Mathematics (STEM). The Center is comprised of three lead institutions: Chicago State University, Indiana University-Purdue University Indianapolis and Department of Energy-Argonne National Laboratory. The Center outcomes are: 1) development of the cLSMCE information hub to provide consistent online resources and sustained initiatives to showcase best practices in STEM teaching/learning, information dissemination and outreach; 2) faculty engagement in establishing programs, obtaining support and promoting growth across institutions; 3) student development skill-building webinars and workshops; 4) annual conferences providing LSMCE partners and LSAMP community members the opportunity to network and learn/share successful program models, celebrate student success, and be a forum for junior researchers to present in a supportive environment; and 5) partnering with key industry and corporate organizations to provide students access to internships, as well as, sponsorship of LSMCE initiatives and awards. The Center is currently in the fourth year of a five year grant and has recruited twenty Midwestern non-LSAMP schools. It has collaborated with them in developing strategies to improve their URM students’ performance, persistence and graduation in STEM degree programs. The Center also affords a professional platform for their faculty and students to participate in STEM activities.