Community Based Participatory Research (CBPR) in public health is quickly becoming a necessary ingredient in public health training programs. "CBPR is an applied collaborative approach that enables community residents to more actively participate in the full spectrum of research (from conception – design – conduct – analysis – interpretation – conclusions – communication of results) with a goal of influencing change in community health, systems, programs or policies. Community members and researchers partner to combine knowledge and action for social change to improve community health and often reduce health disparities. Academic/research and community partners join to develop models and approaches to building communication, trust and capacity, with the final goal of increasing community participation in the research process. It is an orientation to research which equitably involves all partners in the research process and recognizes the unique strengths that each brings.(http://obssr.od.nih.gov/scientific_areas/methodology/community_based_participatory_research/)"

For undergraduates who will be working in the community as health professionals a grounding in CBPR would be an important component of the curriculum.

Hi

Given the interdisciplinary nature of the work and the necessity of cooperation

among the workers who perform it, it is likely that teamwork plays an important

role in ensuring patient safety and avoiding errors. Teams make fewer mistakes

than do individuals, especially when each team member knows his or her

responsibilities, as well as those of other team members. However, simply

installing a team structure does not automatically ensure it will operate

effectively. Please find team training module developed by carter center, Ethiopia and Gondar University at the following site.

1. http://www.cartercenter.org/health/ephti/learning_materials/lecture_notes/index.html among .

in addition you can look at a good paper

http://www.ahrq.gov/professionals/quality-patient-safety/patient-safety-resources/resources/advances-in-patient-safety/vol4/Baker.pdf

Hi, see this new WHO publication with case studies from Bangladesh, Brazil, Egypt, India, Pakistan and South Africa describing different ways of planning, implementing and sustaining community-based education for health professions students.

http://mesau.mak.ac.ug/content/community-based-education-health-professions-global-perspectives

Nadine Finnegan offers an excellent approach to community-based participatory health research with books available online at Barnes and Noble (http://www.bn.com) in their evaluation research section. In my area, health professions may or may not be involved with individuals and families with "long term services and support needs" (LTSS) in the community, including brain injuries, intellectual disabilities, and mental health needs. The latter is very well discussed in the World Health Organization's Mental Health Programme Development Report. Health professionals worldwide are critical in moving people from institutions to the community and providing the proper support, financing and services (United Nations Convention on the Rights of Persons with Disabilities, 2006).

As part of our Post Graduate course on Nutrition and Health communication, we had a subject called 'Communicating with Community' where we had to go into the community and conduct research, plan interventions and implement them. It involved a lot of team work, interpersonal communication and group communication. This experience has brought a huge difference in the way we learn, see and plan health and nutrition interventions. So, if such a component is added to a Health professional's curriculum, it would definitely bring about a huge change in the way people perceive the attitudes, issues and health literacy of the members of the community.

Dear Dr. Wubishet,

Most of my articles is about community based education. You can find and use them.

Regards,