Browsing by Author "Stamper, Gavin"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Community Engagement, Motivation and Participation in Health Advisory Boards
    (Indiana Medical Student Program for Research and Scholarship (IMPRS), 2022) Stamper, Gavin; Sotto-Santiago, Sylk
    Purpose: All IN for Health is dedicated to helping improve the lives of Indiana residents through community engagement by increasing health research literacy and promoting health resources. It also provides opportunities to participate in research and clinical studies, hosting a state-wide participant registry. All IN for Health is made possible by the Indiana Clinical and Translational Sciences Institute, combining the research expertise of Indiana University, Purdue University and University of Notre Dame. Its health advisory board is composed of community members and provides advise, feedback and recommendations. Objective: This study aims to provide health advisory boards (HABs) in Indiana information to understand the motivations and interests of potential board members to be used for recruitment and community outreach. Methods: In looking for new members of the All IN for Health HAB, 488 applicants answered questions about their motivations for and interests in becoming a part of the HAB. In order to identify what motivates people to get involved, answers were analyzed for common themes via a thematic analysis. All answers remained anonymous, and no personal data was used in the analysis. Results: Analysis revealed six recurring themes in the motivation to join the HAB and 9 recurring themes were identified about interest in the position. These themes can be grouped by previous diagnosis (family, friends, and self), being a caregiver, the greater good/change and advocacy, and personal experience. Discussion: These themes are tied together by experience in the healthcare system whether it be as a patient, a caregiver, provider, or researcher. HABs are important as they help connect with communities by listening to community needs, addressing specific topics, helping to build consensus and coordination, among many other benefits. By understanding motivation and interests of potential HAB members we can genuinely put the communities’ interest first in public and population health.
  • Thumbnail Image
    Item
    "I Am Interested!": The Voices of the Community and Their Participation in Health Advisory Boards
    (Mary Ann Liebert, 2024-01-08) Sotto-Santiago, Sylk; Wiehe, Sarah; Claxton, Gina; Stamper, Gavin; Delp, Lindsey; Hudson, Brenda; Lynch, Dustin; Moe, Sharon; Pediatrics, School of Medicine
    Introduction: Researchers can often be challenged by meaningful efforts to involve the public and communities in research. Community and health advisory boards (HABs) offer an opportunity to create a fully intentional and honest relationship between researchers and the community. Objective: Most recently, the All Indiana (IN) for Health HAB had four openings and a call was published to our community of over 13,800 individuals in the All IN for Health newsletter. Four hundred eighty-eight individuals submitted applications to become part of the board. In what follows, we share the lessons in motivations and interests of individuals who responded. Methods: The application process included the following questions: What lived experiences and/or personal interests have motivated you to be involved in All IN for Health? Please explain why you are interested in being an All IN for HAB member. Our analysis approach was qualitative and centered on narrative research. Results: We organize the findings in two categories: Motivation and Interests. Individuals were motivated to participate based on family or friend diagnosis, personal diagnosis, roles as caregivers, desire to impact change and advocacy, role as health professional, and previous participation in research. Interests followed similar themes beginning with crediting their interest to a diagnosis. In addition, we categorized desire to share their experience, personal positionality, and previous research experience, and contributing to the education of student/trainee. Conclusion: By understanding motivations, we understand needs. This information can be used for other advisory boards, as well as recruitment into research participation and health care advocacy.
  • Thumbnail Image
    Item
    Socialization of Graduate and Medical Students into Academic Careers
    (Indiana Medical Student Program for Research and Scholarship (IMPRS), 2022) Stamper, Gavin; Sotto-Santiago, Sylk
    Purpose: Socialization is the process through which individuals acquire and incorporate understanding of the organizational culture with shared attitudes, beliefs, values, and skills. This process differs from student to student but is impacted by culture. Our study examines the socialization of medical and graduate students into academic careers and considers their cultural background. Methods: This research uses the CECE model for cultural engagement along with the graduate student socialization scale by Weidman & Steins (2003). Study population included graduate, medical, and professional students. Participants were recruited via social media advertising as well as targeted communication through various national organizations and school diversity offices. The survey was available from June 15, 2020 and preliminary data was taken on July 8, 2020 which yielded 110 survey responses. Demographics: Race/Ethnicity: Asian/Asian American (18.39%); Black/African American (10.34%); Latina/o/x/e (6.90%; Middle Eastern or Northern African (2.30%); White (59.77%); Multiracial (1.15%); Caribbean (1.15%). Gender: Woman (69.41%); Man (21.28%); Genderqueer/fluid, Questioning/Unsure, Trans Man, Trans Woman, Non-binary (1-3% each). Sexual orientation Heterosexual/straight (68.24%); Bisexual (7.06%); Gay (8.24%); Queer (5.88%); Lesbian, Asexual, Pansexual, Questioning/Unsure, prefer not to respond (1-4% each). Results: Between 58-62% of respondents report never being given an opportunity to: engage in research that helps advance their knowledge of inequities, engage in research relevant to their identity, engage in research contributing to the improvement of the communities with whom they identify. Most students (56-71%) have never discussed becoming a faculty member, what it entails, or other careers in academia. Conclusions: Students report lacking cultural engagement in research; this includes both learning about the cultural communities they belong to but also working on research aimed to improve those communities. Institutions have an opportunity to fill a gap in education by working towards a more culturally engaging campus environment while also recruiting students to academia.