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Displaying records 1 through 10 of 11 found.

How to Develop a Successful Research Career. Year Developed: 2022. Source: Maternal and Child Health Bureau. Presenter(s): Jessica Rast MPH, Paul Shattuck PhD, MSW. Type: Webinar. Level: Intermediate. Length: 60 minutes.

Annotation: This webinar seeks to highlight strategies for successfully carrying out research and disseminating findings, and build a long-lasting research career. One presenter will discuss experiences as a research associate on a MCHB/DoR award then becoming a Principal Investigator. The other presenter will provide guidance on forming collaborations, expanding research with various funding streams, and translating research into practice.

Learning Objectives: • Learn about the journey from a Research Associate to a Principal Investigator • Understand how to collaborate and form relationships • Become familiar with expanding research with various funding streams • Learn strategies for working with policy-makers and disseminating knowledge for policy impact.

Succeeding in Research: Developing Your Conceptual Model. Year Developed: 2020. Source: Maternal and Child Health Bureau. Presenter(s): Alan Mendelsohn, MD. Type: Webinar Archive. Level: Introductory Intermediate. Length: 60 minutes.

Annotation: Improvement in Maternal and Child Health (MCH) depends largely on successful clinical and non-clinical research. Success in clinical research conducted by developmental-behavioral pediatricians and other MCH professionals can be enhanced through the application of theory and utilization of conceptual models to guide study design.

Learning Objectives: • Gain expertise in developing conceptual models based on theory, evidence and clinical experience; • Utilize conceptual models as a foundation for formulation of testable hypotheses; and • Apply conceptual models to study design.

Project READY: Reimagining Equity & Access for Diverse Youth. Year Developed: 2019. Source: The University of North Carolina at Chapel Hill's School of Information and Library Science. Presenter(s): n.a.. Type: Professional Development Curriculum. Level: Intermediate. Length: Self-paced.

Annotation: Research shows that youth services library staff in both public and school libraries recognize the need for professional and personal knowledge related to race and racism and anti-racist work (Hughes-Hassell & Stivers, 2015); however, there are currently few comprehensive resources that specifically address the needs of library professionals. The Project READY curriculum addresses this gap in existing professional development opportunities for youth services library staff.

Learning Objectives: • Introduce youth services library staff to research in areas such as race and racism, critical theory, and culturally responsive or sustaining pedagogy. • Establish a shared understanding of foundational concepts and issues related to race, racism, and racial equity. • Encourage self-reflection related to race and racial identity for both white and BIPOC (Black, Indigenous, and People of Color) library staff in public and school libraries. • Amplify the work of practitioners and scholars who are providing inclusive and culturally responsive services for youth of color and Indigenous youth. • Provide concrete strategies for creating and/or improving library programs and services for Black youth, Indigenous youth, and children and teens of color.

Using Systems Biology Based Approaches for Considerations Across the Life Course: Views from Public Health and Preventative Medicine. Year Developed: 2018. Source: UCLA Center for Healthier Children, Families & Communities, Maternal and Child Health Life Course Research Network (LCRN). Presenter(s): Elaine Faustman, PhD. Type: Webinar. Level: Introductory. Length: 15 minutes.

Annotation: This talk focuses on how public health and preventive medical scientists, as well as developmental and reproductive toxicologists, interpret and apply life course health developmental principles, with an emphasis on the first four principles of the Life Course Health Development (LCHD) framework (Health Development, Unfolding, Complexity, and Timing). The focus of this talk is on early development and childhood.

Learning Objectives: 1. Identifying how systems biology concepts inform public health decisions for improving health development 2. Defining the life course “exposome” taking lessons from a child cohort study 3. Discussing approaches for improving our understanding of within and between human variability across development using evolutionary biology principles 4. Applying ontologies for linking and translating observations across model systems and biomarkers for informing human population research 5. Understanding how integrating systems biology concepts improves our health surveillance and intervention

Getting Better All the Time: Considerations and Approaches for LSR Searching. Year Developed: 2018. Source: Cochrane Project Transform. Presenter(s): Robin Featherstone, Steve McDonald. Type: n.a.. Level: Intermediate. Length: 57 minutes. Slides

Annotation: This webinar describes the living systematic review (LSR) approach to maintaining the currency of systematic reviews of literature by using continual surveillance for new research evidence and inclluding relevant new information in systematic reviews in a timely manner. It also discusses features of the Cochrane LSR search. A video and slides are available.

Where To Find MCH Resources: An Introduction. Year Developed: 2017. Source: National Center for Education in Maternal and Child Health. Presenter(s): Keisha Watson and John Richards. Type: Narrated Slide Presentation. Level: Introductory. Length: 18 minutes.

Annotation: This short presentation discusses the information needs of MCH professionals and identifies distinct online resources to address those needs, from pop and professional sources such as Google, PubMed, and Wikipedia to grant-supported resources that address MCHB topical programs and initiatives. Topics include data warehouses, research centers, epidemiology sites, professional and membership organizations

Learning Objectives: • Identify information needs of professionals • Explain the differences between types of online resources • Differentiate between trusted and questionable online resources • Understand where to go to find additional resources

Defining Evidence. Year Developed: 2017. Source: University of North Carolina Gillings Shool of Global Public Health. Presenter(s): Kasey Decosimo MPH. Type: n.a.. Level: Introductory. Length: 20 minutes.

Annotation: This training offered by the UNC Gillings School of Global Public Health provides an overview of evidence-based practice and describes the different categories of evidence-based approaches.

Learning Objectives: • Describe evidence-based practice. • Discuss the Social Ecological Model as a framework for planning evidence-based approaches. • Describe three main categories of evidence-based approaches: Programs, Policies, and Strategies.

Special Instructions: Registration required before viewing the training.

Continuing Education: Certificate of attendance is available.

Adapting Evidence-Based Interventions for New Populations and Settings. Year Developed: 2015. Source: Columbia University Mailman School of Public Health; Region 2 Public Health Training Center. Presenter(s): Rachel C. Shelton, ScD, MPH. Type: Webinar. Level: Intermediate. Length: 60 minutes. TRAIN.org link

Annotation: Dissemination and implementation sciences are defined as the systematic study of how a specific set of activities and designated strategies are used to successfully adopt and integrate an evidence-based public health intervention (EBI) within specific settings, and are comprised of four steps: 1) exploration, 2) adoption/preparation, 3) implementation, and 4) sustainment. The overall goal is to reduce the gap between science and practice/policy. Implementation research speaks more to processes and factors associated with successful integration of EBIs within a particular setting, while dissemination research focuses on the processes and factors that lead to widespread adoption and use of EBIs. EBIs are shaped by research evidence, resources, population, and context, and are popularly used due to their demonstrated effectiveness, cost-effectiveness, and fast process. In order to successfully select an EBI, interventionists must Identify community needs, assess organizational capacity, and search program registries to select a program. When preparing for implementation, and EBI can either be adopted as is or adapted to fit the local conditions. Adaptation is an important part of the process in order to enhance engagement, reach the audience, address disparities, increase fit and relevance, and reinforce the message. Adaptations can be either surface or deep structure, and the use of either or both should be a conscious, well thought out decision. Surface adaptations use visual and auditory cues for culturally appropriate messages, while deep structure adaptations involves cultural sensitivity and comprehensive understanding of ethnic group’s core cultural values, norms, and stressors (economic, social, environmental) affecting health behaviors. Models for guiding adaptation include Card, ADAPT-ITT, and MAP.

Continuing Education: 1 CHES; 1 CPHCE

MANTRA Research Data Managment Training. Year Developed: 2014. Source: University of Edinborough, Scotland. Presenter(s): n.a.. Type: Online Course. Level: Intermediate Advanced. Length: Series, various lengths; each unit takes up to one hour, plus time for further reading and carrying out the data handling exercises.

Annotation: MANTRA is a free, online non-assessed course with guidelines to help you understand and reflect on how to manage the digital data you collect throughout your research. Through a series of interactive online units you will learn about terminology, key concepts, and best practice in research data management. The modules are slide decks with embedded videos, and each contains learning objectives.

Learning Objectives: There are seven online units in this course and one set of offline (downloadable) data handling tutorials that will help you: 1. Understand how data are used in research and in society 2. Create a data management plan and apply it from the start to the finish of your research project 3. Name, organise, and version your data files and code effectively 4. Prepare your files and documentation for submission into a trustworthy repository or archive 5. Know how to store and transport your data safely and securely 6. Understand legal and ethical requirements for managing data about human subjects and how to safeguard sensitive data 7. Know the benefits of sharing data and the FAIR principles; licensing data for re-use 8. Improve your data handling skills in one of four software environments: R, SPSS, NVivo, or ArcGIS

Special Instructions: Each unit takes up to one hour, plus time for further reading and carrying out the data handling exercises. In the units you will find explanations, descriptions, examples, exercises, and video clips in which academics, PhD students and others talk about the challenges of managing research data. The data handling tutorials (the orange button) assume some experience with each software environment and provide exercises in PDF along with open datasets to download and work through using your own installed software.

Continuing Education: Learners who require a certificate of completion may wish to enroll for their 5-week rolling Coursera MOOC instead: Research Data Management and Sharing, delivered in partnership with the University of North Carolina-Chapel Hill.

Searching and Summarizing Scientific Literature. Year Developed: 2013. Source: Northwest Center for Public Health Practice. Presenter(s): Gail Kouame. Type: Webinar Archive. Level: Introductory. Length: 60 minutes.

Annotation: This webinar provides helpful techniques for searching scientific literature and other important sources for public health information. Gail Kouame, Outreach Coordinator for the National Network of Libraries of Medicine, walks participants through the step-by-step processes for navigating key databases and explains the process used in systematic reviews. Presentation slides are available for download.

Learning Objectives: • Understand the process used in systematic reviews and identify a key source (the Community Guide). • Be able to use recommended guidelines for searching the scientific literature.

Special Instructions: Need to register/log in to access.

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This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UE8MC25742; MCH Navigator for $225,000/year. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.