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Table 5 Overview of research tasks to address gaps in knowledge

From: Capacity building of the Australian Aboriginal and Torres Strait Islander health researcher workforce: a narrative review

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.