Table 5 Overview of research tasks to address gaps in knowledge
Area of capacity building | Activities to either further detail or remedy research gaps |
 Pathways into health research training, work transitions and attraction to research careers in health | -Pinpoint organisational and life factors enabling and hampering health research interests. -Chart transitions and pathways to research training and employment in health research (e.g. medicine, midwifery, occupational therapy, dentistry, nursing). -Identify sector location and number of Aboriginal and Torres Strait Islander people considering a career in health research. -Map out recruitment strategies, such as attracting high performing emerging researchers to a career in the health sector. |
 Community-based health care professionals | -Identify the availability of opportunities for research learning. -Document systems of RCB driven by Aboriginal Community Controlled Health Organisations and health care practitioners. -Explore how participatory/action research projects grow research capacity, including stakeholder viewpoints on the benefits. |
 Employment conditions | -Ascertain the employment conditions and level of job security of Aboriginal and Torres Strait Islander health researchers. -Determine whether employment arrangements for health professionals provide incentives and resources for training and engagement in health research, and if so, how, and the outcomes. |
 Organisational loci of direct commitment to RCB | -Grasp which organisations in the health care and education sectors commit to Aboriginal and Torres Strait Islander health RCB in policy and in actual practice (e.g. health professional associations). -Clarify what capacity building activities are taking place in medical and health research institutes outside of universities (e.g. internship programmes). -Pinpoint what organisational structures support continued learning opportunities in research for current health professionals who may not have a research background. -Conduct case studies of programmes focused on health research leadership. |
 VET sector | -Increase visibility of research training in VET (including research components of health courses). -Recognise types and frequencies of health research roles and employment after completion of VET. -Establish a data base on VET and university bridging and transition pathways in health research training. |
 Discrete RCB models | -Discern the quality of relationships and research training in RCB programmes (e.g. evaluating, revising, extending Table 4). -Find out the views of Aboriginal and Torres Strait Islander trainees on congruence of pedagogies with research aspirations. |
 Funding | -Research on capacity building outcomes of ARC funded research, comparable to inquiry of the NHMRC. -Pin down the contribution of State and Territory-level government health departments and non-university medical and health research institutes to RCB. -Evaluate the progress of funding schemes in meeting the RCB goals of Aboriginal and Torres Strait Islander researchers and communities? |
 International RCB | -Better understand the antecedents, experiences and outcomes of Aboriginal and Torres Strait Islander students and health researchers engaged in research training overseas. -Inquire into RCB experiences and outcomes of First Nations researcher meetings. -Assemble lessons from RCB models focused on other minoritised peoples in Australia and other countries. |