Table 3.
Video-Based mini-courses as part of the IRL curriculum.
| Course name | Sequence and timing | Curriculum pillar |
|---|---|---|
| Required/ Strongly recommended courses | ||
| Equitable collaboration: core concepts, tools and approaches | Year 1 through fall Year 2 | CCE |
| Community-Engaged research: rationale, principles, steps and strategies | Mainly year 1, some modules in year 2 & 3 | CCE / CTR |
| Advancing health equity in research | Fall, year 1 | CCL / CTR |
| Research literacy and introduction to causal inference | Fall, year 1 | CTR |
| Planning for dissemination and use of evidence in policymaking | Spring, year 1 | PC |
| Data visualization | Fall year 2 | PC / CTR |
| Media training | Fall year 2 | |
| Introduction to health impact assessment | Fall year 2 | PC / CTR |
| Optional courses available to fellows | ||
| Focus group interviewing | Spring year 1 | CTR |
| Social media research dissemination | Summer Year 1, after DC meeting | PC |
| Implementation science | Summer year 1, after DC meeting | CTR |
| Program evaluation: a tool for community change | Spring year 2 | CTR |
| Documenting community engagement in promotion and tenure | Spring year 2 | CCE |
| The evolution of federal Native American policy | Anytime | CCL |
| A life course perspective on partnership sustainability | Fall year 3 | CCE |
CCL, community change leadership; PC, policy and communication; CCE, collaboration and community engagement; CTR, credible and transparent research.