|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.
-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.
-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.
-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?
-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.