Seeing ‘With my Own Eyes’: Strengthening Interactions between Researchers and Schools*
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Citations
On the ζ-Potential
Engaging Communities to Strengthen Research Ethics in Low-Income Settings: Selection and Perceptions of Members of a Network of Representatives in Coastal Kenya
Meet the Scientist: The Value of Short Interactions Between Scientists and Students
Systematic Review of Quantitative Measures of Stakeholder Engagement
Who should decide about children’s and adolescents’ participation in health research? The views of children and adults in rural Kenya
References
Approaching the community about screening children for a multicentre malaria vaccine trial.
Understanding of informed consent by elderly patients
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Frequently Asked Questions (11)
Q2. What future works have the authors mentioned in the paper "Seeing ‘with my own eyes’: strengthening interactions between researchers and schools*" ?
The authors wish to thank the Wellcome Trust ’ s International Engagement Award for funding this project and recognise the vital role played by Salim Mwalukore, Dorcas Kamuya and Vicki Marsh in establishing the Kilifi Schools Engagement Programme. Lastly the authors wish to thank the teachers and students of Bahari Girls, Shariani and Kilifi Township Secondary Schools, and to the Kilifi District Education Office for their support to the project.
Q3. What is the main conclusion of the study?
Experience from this pilot study suggests that participatory engagement between researchers and schools not only raises awareness of research and promotes positive attitudes towards science, but also offers researchers an opportunity to appreciate and learn from the community.
Q4. How many people are employed in the KEMRI programme?
The programme employs over 700 people, with researchers primarily from Kenya and elsewhere in East Africa, the UK, and other countries worldwide.
Q5. What is the need to recognise the limits of what community engagement can do?
Also highlighted is the need to recognise the limits to what community engagement itself can do in terms of solving all problems in research, including historical and background injustices and inequities, and unfair distribution of benefits in research.
Q6. How many people participated in the pilot?
The pilot involved 19 mid-level Kenyan researchers (i.e. degree (9), Masters (5) and PhD level (5)), the District Education Officer (DEO), school heads, Parent Teacher Associations (PTAs), students and 17 science teachers from three schools.
Q7. What is the effect of the pilot intervention on students’ attitudes towards scientists?
The increase in words such as ‘ordinary’, ‘normal’, and ‘hard-working’ in students’ descriptions of scientists suggest a lessening in the remoteness previously expressed towards scientists.
Q8. What activities were used to help the scientists in the pilot?
meetings and workshops throughout the course of the process with all of those involved with the pilot allowed for feedback and reflection, and fed into lessons for future expansion.
Q9. What is the purpose of the article?
In this article the authors describe the implementation and impact of a pilot participatory intervention involving schools, being considered as one potential component of a wider programme-wide set of community engagement activities.
Q10. What did the majority of teachers and stakeholders say about the potential young scientists?
Across the majority of post intervention Focus Group Discussions, teachers, students and stakeholders talked about the potential young scientists had to be role models for students.
Q11. What was the evidence for the increasing positive attitudes towards KWTRP?
Further evidence for these increasingly positive attitudes came in the form of an increasing willingness and enthusiasm for SEP activities by school participants throughout the intervention, and by the way in which feelings, opinions, concerns and questions were raised and discussed.