Author(s) | Purpose | Research context | Research training programme features | Design and sample | Funding |
---|---|---|---|---|---|
Tsey, 2001 [43] | To introduce the formation of the Cooperative Research Centre for Aboriginal and Tropical Health and the series of consultations contributing to RCB strategies under the Indigenous Education and Health Program | Research agenda development in the Northern Territory, shaped by partners across health research organisations, health care services, education providers and government | N/A | N/A | |
Bailey et al., 2006 [30] | Describe development and structure of a new VET-accredited research course to facilitate community research capacity via training of health workers | Research training of Aboriginal and Torres Strait Islander health workers in community settings | Six RCB course modules: ‘existing services’, ‘identifying need’, ‘program development’, ‘service improvement’, ‘outcomes’, and ‘evaluation measures’ | N/A | Department of Health and Ageing |
Brands, Gooda, 2006 [43] | Outline development of the Cooperative Research Centre for Aboriginal Health (CRCAH) and impacts on governance, direction and modalities of health research | Establishment of CRCAH and strategies for increasing relevance and health impact of research (inc. research capacity building) | Brief mention of traineeships (p. 28) | N/A | |
Foster et al., 2006 [29] | Demonstrate establishment of a local Aboriginal researcher network and its effectiveness and other benefits | Development of Council-based and Aboriginal-led research (council staff residents), beginning with a survey on local views on a substance use restriction intervention | Workshop (1 week) conducted by two health researchers | N/A | Central Australian Division of Primary Health Care and the Centre for Remote Health |
Street, Baum, Anderson, 2007 [42] | Attain views of researchers within organisations associated with the CRCAH on how research funding is organised (e.g. whether should be based on competition or collaboration) | Exploring views on the approach, processes and tenor of research funding by the CRCAH | N/A | Semi-structured qualitative interviews, with six experienced Aboriginal researchers, all in organisations connected with the CRCAH | |
Rumbold et al., 2008 [48] | Profile the Aboriginal and Torres Strait Islander research workforce and gain health researcher views | Part of a research programme called Capacity-building in Indigenous Policy-relevant Health Research | Not on a discrete programme | Survey, cross-sectional, n = 373, 32 (9%) Aboriginal and Torres Strait Islander (38% employed at university and 22% government) | NHMRC |
de la Barra et al., 2009 [35] | Compare effectiveness in advancing research capacity of two NHMRC schemes for the period 1996 to 2006: People Support and Capacity Building in Population Health | Government research funding at national level | Funding models: People Support and Capacity Building | Analysis of NHMRC data | |
de la Barra, Redman, Eades, 2009 [36] | To explore, in depth, changes within the NHMRC, especially the growing influence of Aboriginal and Torres Strait Islanders in this organisation | Internal structures and policies of NHMRC and commitment to Indigenous health research | Research Projects funded by NHMRC People Support or Capacity Building in Population Health NHMRC policy change process and key relationships | Case study: projects funded by either People Support or Capacity Building in Population Health Interviews 7 leaders influencing NHMRC policy changes | Sydney University postgraduate scholarship |
Mayo et al., 2009 [28] | Describe and reflect on long-term community partnerships with university researchers in establishment and management of health programmes (e.g. challenges and benefits for collaborators) | Workshop-facilitated collaboration between community-based and university-based researchers within a participatory research framework connected with health programmes (Family Well-Being Programme and Indigenous Men’s Support) at Gurriny Yealamucka health service | Learning of research during community-controlled health programme implementation and evaluation | Qualitative interviews (n = 5) and analysis of workshop transcripts | Not stated |
Mooney-Somers, Maher, 2009 [47] | Case study of action research with built-in RCB of young community members and cross-organisation partnership building: Indigenous Resiliency Community-Based Participatory Research Project | Protection of young people from sexually transmissible infections and blood-borne viruses | Training of peer researchers from the community via workshops. Peer researchers co-conduct interviews | Case study of the research project | International Collaboration in Indigenous Health Research Program |
Saunders, West, Usher, 2010 [41] | Share student and supervisor stories of learning about and drawing on Indigenist research methodologies | At James Cook University, two Indigenous university students and their non-Indigenous supervisor negotiate (individually and jointly) the intersection of Indigenous research methodologies (e.g. Rigney) and Western research | N/A | N/A | NHMRC Research Capacity Building |
Clapham, 2011 [34] | Reflect on the benefits of Indigenous leadership in health research, avenues of leadership development, and challenges | Several prevention research studies (esp. injuries) in NSW | N/A | N/A | Not stated |
Guthrie et al., 2011–2012 [39] | Evaluative reflection on effectiveness of the Master of Applied Epidemiology (MAE) in RCB | MAE at ANU’s National Centre for Epidemiology and Population Health (funded by Department of Health and Ageing) | Coursework degree (3 months, over 2 years) with an intensive field placement in applied epidemiology (21 months) | Interviews and surveys, n = 13 | Not stated |
Kelly et al., 2012 [40] | Unpack research experiences and types of influences of research training and collaboration on research engagement and potential effects on the researcher’s planning | Multi-disciplinary, community-based research on ‘impacts of influenza’ in rural/remote Three states (specific sites: Tamworth, Inverell, Palm Island, Innisfail, Torres Strait, Bidyadanga) Indigenous and non-Indigenous researcher partnerships | Qualitative research training workshops (18 days): data collection/analysis and writing; partnering with experienced researchers Education principles: ‘learn by doing’, ‘two-ways learning’ Workshop attendees with different work backgrounds; diverse types of recruitment into the workshop | Interviews: telephone/email, n = 8 | NHMRC |
Elston et al., 2013 [37] | Reflect on the challenges and successes of a RCB programme: Building Indigenous Research Capacity (BIRC) Collective | James Cook University | Programme positioned “within a framework of Indigenous leadership, ownership and engagement” (p. 11) Regular mentoring Workshops (5 days, 2 times a year for each of 5 years): gathering/sharing and research skills Writing retreats from 2009 | Mixed methods, Indigenous knowledge centred Three components: (1) an evaluator from outside the Project, interviews and soliciting writing on reflections on the Project experience; (2) two members of the Project jointly doing a thematic analysis of narratives from the Project Community Report released in Year 5; (3) project-lifespan frequencies of outputs, such as new grants and publications | Capacity Building in Population Research Grant (NHMRC) |
Bainbridge, 2016 [54] | National Indigenous Research Knowledges Network (NIRAKIN) support of Aboriginal academics | Research professional and leadership development over 5 years of involvement in NIRAKIN, esp. health node | Mentoring and team-based research, including leadership development Solidarity with women (p. 8) Extension to funding | Auto-ethnography (journaling and thematic analysis) | Not stated |
Bainbridge et al., 2016 [31] | Reflect on co-development of health research linkages within the NIRAKIN | First 4 years of collaboration of university-based Aboriginal and Torres Strait Islander academics via the Health and Wellbeing node of NIRAKIN | Culturally safe online meetings Resource-supported partnership building | Collaborative auto-ethnography Emic, narrative 11 Aboriginal and Torres Strait Islander researchers, and one non-Indigenous researcher | Not stated |
Davis et al., 2016 [49] | Evaluate progress after revisions to the MAE Program, including a new funding framework, from 2012 | Formal degree classification changed to a research degree. Organisations offering field placements now contribute to the funding, alongside the internal funding by the National Centre for Epidemiology and Population Health at ANU | See Guthrie et al. above | Internal document analysis | Not stated |
Gray, Oprescu, 2016 [38] | Review Australian literature on the place of non-Indigenous researchers in research focused on Indigenous health | Current and future roles of non-Indigenous researchers | N/A | Literature review Thematic analysis | Not stated |
Young et al., 2016 [44] | Attain views of Aboriginal and Community-Controlled Health Service (ACCHS)-based health professionals on data (e.g. access) | ACCHS perspectives on data derived from research and/or clinical purposes—to inform local RCB and research partnerships with other health organisations. | N/A | Semi-structured interviews: 35 health professionals (urban and regional ACCHSs) Thematic analysis | NHMRC (Study of Environment on Aboriginal Resilience and Child Health) |
Cartwright et al., 2018 [33] | Case study of electronic survey methods of collecting evaluation data as a means of RCB within community-based Indigenous health organisations | Queensland Aboriginal and Islander Health Council evaluation of their own organisational performance: culturally safe use of wireless platforms for self-report feedback by participants on workshops on alcohol and other drugs services (AOD-our-way and Crystal Clear workshops) | N/A | Case study, qualitative | Queensland Health and Australian Government |
McPhail-Bell et al., 2018 [27] | To introduce an Indigenous research capacity building model for improving quality of health care provision | Embedding, in primary health care, a research-oriented and Indigenous led continuous quality improvement system | Setting policy and network structures for an “all teach, all learn” base for research capacity building. | N/A | NHMRC |
Nichols et al., 2018 [4] | Demonstrate increasing capacity of health promotion staff to conduct and manage research evaluation of local programmes | Research learning of a four-member health promotion team within the Apunipima ACCHS and subsequent improvements to on-site programme evaluation systems | Workshops and ongoing sessions of mentoring, finishing with a conference presentation. Trainers and mentors within the ACCHS and from James Cook University | Surveys (n = 33 after workshops; n = 27 after mentoring meetings) | Not stated |