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Abstract：
BACKGROUND: The engagement of community partners in equitable partnerships with academic teams is necessary to achieve health equity. However, there is no standardized approach to support bidirectional engagement among research stakeholders in the context of partnership equity at each phase of the research process.
OBJECTIVE: We describe the development of a systematic framework along with competencies and tools promoting bidirectional engagement and equity within community-academic partnerships at each phase of the research process.
METHODS: We conducted a four-step research process between November 2020 and December 2023 for framework development: (1) a narrative literature review; (2) expansion of existing bidirectional, equitable framework; (3) a scientific review with two groups of cognitive interviews (five community engagement researchers and five community leaders and members); and (4) three community-based organization leader focus groups. Thematic analysis was used to analyse focus group data.
RESULTS: Using results of each step, the framework was iteratively developed, yielding four phases of the bidirectional engagement and equity (BEE) research framework: Relationship building and assessment of goals and resources (Phase I); form a community-academic partnership based on shared research interests (may include multilevel stakeholders) (Phase II); develop a research team comprising members from each partnering organization (Phase III); and implement the six-step equitable research process (Phase IV). Bidirectional learning and partnership principles are at the core of the partnership, particularly in Phases II-IV. Competencies and tools for conducting an equitable, engaged research process were provided.
CONCLUSIONS: This conceptual framework offers a novel, stepwise approach and competencies for community-academic partners to successfully partner and conduct the research process equitably.
CONCLUSIONS: The BEE research framework can be implemented to standardize the conduct of an equitable, engaged research process within a community-academic partnership, while improving knowledge and trust across partners and, ultimately, an increased return on investment and sustainability to benefit both partners in the area of health outcomes and ultimately health equity.
UNASSIGNED: The development of this framework was co-led with a community organization in which two leaders in the organization were equitably involved in each phase of the research process, including grant development, study design, participant recruitment, protocol development for focus groups and community and researcher review, framework design and content and dissemination of this manuscript as a co-author. For grant development, the community leader completed the give-get grid components for them as a partner. They also wrote up their lived experience in the research process for the progress report. For the focus groups, one community leader co-led the focus group with the academic partner. For the narrative review, the community leaders did not actively conduct the narrative review but observed the process through the academic partners. One community leader wrote the section \'relationship building\' and \'bidirectional learning\' sections with the assistance of the academic partner, while they both equally provided input on other sections of the manuscript alongside academic partners. The community leaders have extensive experience in leading programmes, along with partnering with researchers to address health equity issues and improve health outcomes.
OBJECTIVE: We describe the development of a systematic framework along with competencies and tools promoting bidirectional engagement and equity within community-academic partnerships at each phase of the research process.
METHODS: We conducted a four-step research process between November 2020 and December 2023 for framework development: (1) a narrative literature review; (2) expansion of existing bidirectional, equitable framework; (3) a scientific review with two groups of cognitive interviews (five community engagement researchers and five community leaders and members); and (4) three community-based organization leader focus groups. Thematic analysis was used to analyse focus group data.
RESULTS: Using results of each step, the framework was iteratively developed, yielding four phases of the bidirectional engagement and equity (BEE) research framework: Relationship building and assessment of goals and resources (Phase I); form a community-academic partnership based on shared research interests (may include multilevel stakeholders) (Phase II); develop a research team comprising members from each partnering organization (Phase III); and implement the six-step equitable research process (Phase IV). Bidirectional learning and partnership principles are at the core of the partnership, particularly in Phases II-IV. Competencies and tools for conducting an equitable, engaged research process were provided.
CONCLUSIONS: This conceptual framework offers a novel, stepwise approach and competencies for community-academic partners to successfully partner and conduct the research process equitably.
CONCLUSIONS: The BEE research framework can be implemented to standardize the conduct of an equitable, engaged research process within a community-academic partnership, while improving knowledge and trust across partners and, ultimately, an increased return on investment and sustainability to benefit both partners in the area of health outcomes and ultimately health equity.
UNASSIGNED: The development of this framework was co-led with a community organization in which two leaders in the organization were equitably involved in each phase of the research process, including grant development, study design, participant recruitment, protocol development for focus groups and community and researcher review, framework design and content and dissemination of this manuscript as a co-author. For grant development, the community leader completed the give-get grid components for them as a partner. They also wrote up their lived experience in the research process for the progress report. For the focus groups, one community leader co-led the focus group with the academic partner. For the narrative review, the community leaders did not actively conduct the narrative review but observed the process through the academic partners. One community leader wrote the section \'relationship building\' and \'bidirectional learning\' sections with the assistance of the academic partner, while they both equally provided input on other sections of the manuscript alongside academic partners. The community leaders have extensive experience in leading programmes, along with partnering with researchers to address health equity issues and improve health outcomes.
摘要：
背景：社区合作伙伴参与与学术团队的公平伙伴关系是实现健康公平的必要条件。然而,在研究过程的每个阶段，在伙伴关系公平的背景下，没有标准化的方法来支持研究利益相关者之间的双向参与。
目的：我们描述了在研究过程的每个阶段，在社区-学术伙伴关系中促进双向参与和公平的能力和工具的发展。
方法：我们在2020年11月至2023年12月之间进行了四步研究过程，以进行框架开发：（1）叙述性文献综述；（2）扩展现有的双向，公平的框架；（3）具有两组认知访谈的科学审查（五名社区参与研究人员和五名社区领导者和成员）；（4）三个基于社区的组织领导者焦点小组。主题分析用于分析焦点组数据。
结果：使用每个步骤的结果，该框架是迭代开发的，产生双向参与和公平（BEE）研究框架的四个阶段：目标和资源的关系建立和评估（第一阶段）；基于共同的研究兴趣（可能包括多层次的利益相关者）形成社区-学术伙伴关系（第二阶段）；建立一个由每个合作组织成员组成的研究小组（第三阶段）；并实施六步公平研究过程（第四阶段）。双向学习和伙伴关系原则是伙伴关系的核心，特别是在II-IV阶段。进行公平，提供了参与的研究过程。
结论：这个概念框架提供了一个新颖的，逐步的方法和能力，为社区学术合作伙伴成功地合作伙伴和公平地进行研究过程。
结论：可以实施BEE研究框架，以规范公平，在社区-学术伙伴关系中从事研究过程，在提高合作伙伴之间的知识和信任的同时，最终,增加投资回报和可持续性，使双方在健康结果和最终的健康公平领域都受益。
■该框架的开发是与一个社区组织共同领导的，该组织中的两名领导人公平地参与研究过程的每个阶段，包括赠款开发，研究设计，参与者招募，焦点小组和社区和研究人员评论的协议开发，作为合著者，本手稿的框架设计、内容和传播。对于赠款开发，社区领导者作为合作伙伴为他们完成了赠送网格组件。他们还在进度报告的研究过程中写下了他们的生活经验。对于焦点小组，一位社区领袖与学术伙伴共同领导焦点小组。对于叙述性审查，社区领导人没有积极进行叙述性审查，而是通过学术伙伴观察了这一过程。一位社区领袖在学术伙伴的协助下撰写了“关系建立”和“双向学习”部分，尽管他们都与学术伙伴一起平等地提供了手稿其他部分的投入。社区领导人在领导方案方面拥有丰富的经验,与研究人员合作解决健康公平问题并改善健康结果。
目的：我们描述了在研究过程的每个阶段，在社区-学术伙伴关系中促进双向参与和公平的能力和工具的发展。
方法：我们在2020年11月至2023年12月之间进行了四步研究过程，以进行框架开发：（1）叙述性文献综述；（2）扩展现有的双向，公平的框架；（3）具有两组认知访谈的科学审查（五名社区参与研究人员和五名社区领导者和成员）；（4）三个基于社区的组织领导者焦点小组。主题分析用于分析焦点组数据。
结果：使用每个步骤的结果，该框架是迭代开发的，产生双向参与和公平（BEE）研究框架的四个阶段：目标和资源的关系建立和评估（第一阶段）；基于共同的研究兴趣（可能包括多层次的利益相关者）形成社区-学术伙伴关系（第二阶段）；建立一个由每个合作组织成员组成的研究小组（第三阶段）；并实施六步公平研究过程（第四阶段）。双向学习和伙伴关系原则是伙伴关系的核心，特别是在II-IV阶段。进行公平，提供了参与的研究过程。
结论：这个概念框架提供了一个新颖的，逐步的方法和能力，为社区学术合作伙伴成功地合作伙伴和公平地进行研究过程。
结论：可以实施BEE研究框架，以规范公平，在社区-学术伙伴关系中从事研究过程，在提高合作伙伴之间的知识和信任的同时，最终,增加投资回报和可持续性，使双方在健康结果和最终的健康公平领域都受益。
■该框架的开发是与一个社区组织共同领导的，该组织中的两名领导人公平地参与研究过程的每个阶段，包括赠款开发，研究设计，参与者招募，焦点小组和社区和研究人员评论的协议开发，作为合著者，本手稿的框架设计、内容和传播。对于赠款开发，社区领导者作为合作伙伴为他们完成了赠送网格组件。他们还在进度报告的研究过程中写下了他们的生活经验。对于焦点小组，一位社区领袖与学术伙伴共同领导焦点小组。对于叙述性审查，社区领导人没有积极进行叙述性审查，而是通过学术伙伴观察了这一过程。一位社区领袖在学术伙伴的协助下撰写了“关系建立”和“双向学习”部分，尽管他们都与学术伙伴一起平等地提供了手稿其他部分的投入。社区领导人在领导方案方面拥有丰富的经验,与研究人员合作解决健康公平问题并改善健康结果。
