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Filmed Simulation to Train Peer Researchers in Community-Based Participatory Research

Filmed Simulation to Train Peer Researchers in Community-Based Participatory Research Filmed simulation, an activity in which learners engage in recorded role-play simulations, is gaining prominence in social work education and other health professions as it allows for repeated viewing and greater opportunities for reflection and feedback (Neander et al., 2018). This activity may also be of use in social work research, especially as it pertains to the profession partnering with peer researchers (that is, members of the population under study) for the conduct of community-based participatory research (CBPR). This research note responds to recommendations for capacity-building strategies for peer researchers (Devotta et al., 2016; Greene et al., 2009) and expands on existing peer researcher training models (Eaton, Ibáñez-Carrasco, et al., 2018; Greer, Amlani, Pauly, Burmeister, & Buxton, 2018). The purpose of this article is to discuss the educational benefits and practical considerations regarding filmed simulation as a tool to train peer researchers. Concepts and Considerations Peer researchers identify with a population under study through shared demographics (that is, age, ethnicity, gender, sexual orientation, and so on) and lived experience (for example, health or mental health condition, income, housing, substance use) (Eaton, Ibáñez-Carrasco, et al., 2018). This section discusses peer researchers in the context of CBPR, with considerations for training. Peer Researchers Peer researchers are often recruited to a research team because of their connection to a community (Logie, James, Tharao, & Loutfy, 2012). They can perform numerous tasks during a study, from conceptualization to publication. These tasks can include designing the study, determining objectives, recruiting participants, collecting data, analyzing data, and disseminating information. Thoughtful capacity-building activities for peer researcher partnerships can be beneficial, for both peers and the academic researchers they partner with (Minkler, 2005). Peer researchers can have a direct impact on their communities by demonstrating leadership through the practice of research activities (Eaton, Tsang, Craig, & Ginocchio, 2018), and their competence in research enhances their ability to take on this leadership role (Greene, 2013). Furthermore, adequate preparation for the role may reduce burnout (Greer et al., 2018) and motivate peer researchers to join subsequent studies (Eaton, Ibáñez-Carrasco, et al., 2018). Academic researchers can foster team building by engaging peer researchers in training and may also learn more about their study population prior to data collection (Minkler, 2005). Training helps address issues of equity, which is key for successful community–academic relationships as (a) peer researchers hold staff positions or co-investigator roles on studies led by social work researchers (Eaton, Craig, & Wallace, 2017; Greene, 2013; Logie et al., 2012) and other professionals (Closson et al., 2016), so an employer–employee hierarchy is present; and (b) peer researchers often join a study with little or no formal research training, so they may feel inadequate in the language and conduct of research (Logie et al., 2012; Vaughn, Jacquez, & Zhen-Duan, 2018). These two factors can cause a power differential and lessen the benefits that both parties receive from a partnership (Greene, 2013). Such tensions may be mitigated when capacity-building activities are thoughtfully implemented; this aligns with the framework of CBPR (Israel et al., 2011; Wallerstein & Duran, 2006). CBPR CBPR is a framework that combines the ideals of participatory action research (PAR) with the practical recommendations of community-based research (CBR), with a significant focus on peer researcher engagement (Jull, Giles, & Graham, 2017; Wallerstein & Duran, 2006). PAR contributes concepts such as striving for community change action (that is, local shifts in attitudes based on research findings), an equity lens (that is, mitigating power dynamics), and co-ownership of study findings (Fine & Toree, 2006). CBR offers guidance on peer researcher human resources, methods of finalizing data collection tools, and analysis strategies (Harris, 2006). Through this combination, the CBPR framework helps researchers maximize facilitators and limit barriers to peer researcher participation on both conceptual (that is, sense of leadership) and practical (that is, appropriate compensation) levels (Jacobs, 2010). Yet there is a gap in CBPR models. Although ethical considerations (Greene, 2013), hiring practices (Closson et al., 2016), and epistemology (Greene et al., 2009) of peer researchers have been explored, the methods of training peer researchers in CBPR are infrequently reported (Greer et al., 2018). Thoughtful consideration of peer researcher training needs may mitigate unintended consequences (for example, confidentiality breaches, burnout, and resignation) that can arise from projects involving peer researchers (Greene et al., 2009). Considerations for Training Peer Researchers in CBPR As peer researchers in health research (such as HIV/AIDS) are often recruited due to their lived experience, it is unlikely that they have received prior training in research that would be sufficient for an intensive peer researcher role on a study (Logie et al., 2012). In the health sector—where peer researchers are often drawn from (that is, as patient leaders)—blended learning has been proposed as one strategy that can help peer researchers develop research aptitude, especially in qualitative data collection (Bierema, 2018; Eaton, Ibáñez-Carrasco, et al., 2018). Blended learning is a multifaceted approach to education, where numerous teaching methods (for example, simulation, webinars, group discussion) are used to accommodate multiple learning styles (for example, visual, verbal, physical learners) (Coyne, Frommolt, Rands, Kain, & Mitchell, 2018). Such an approach is particularly appropriate for a CBPR context, where accessibility is key to achieving equitable participation of all team members (Vaughn et al., 2018; Wallerstein & Duran, 2006). The simulation component of blended learning has been identified as particularly helpful (Coyne et al., 2018), and its benefits may be enhanced when the activity is filmed (Asakura, Bogo, Good, & Power, 2018). Simulation Simulations, or role-play exercises in which learners apply skills to real-world scenarios, are hallmarks of blended learning (Coyne et al., 2018) and of social work education (Craig, McInroy, Bogo, & Thompson, 2017). In both blended learning and social work education, simulation is used to help learners apply theory to practice and enhance their professional socialization (that is, acclimatization to the role they are being trained for) (Linsk & Tunney, 1997). The learner takes on the role they are training for (such as a peer researcher) with another person (recommended to be a trained actor, but can also be the instructor or another student) using a written description or script as a guide to simulate the subject (Craig et al., 2017). By performing a role in simulation (such as a research participant), learners can better appreciate the interpersonal complexities that can arise when applying values (such as accessibility) and skills (such as probing questions) to an actual conversation (Brummel, Gunsalus, Anderson, & Loui, 2010). Filming simulation can further enhance its professional socialization benefits, by offering the learner a view of themselves in their desired role (Koc, 2011). In addition, the use of film provides learners with insight into their verbal (for example, voice tone, speech content) and nonverbal (for example, body posture, facial expression) dynamics (Brummel et al., 2010; Koc, 2011). Filmed Simulation to Train Peer Researchers in CBPR Filmed simulation has been used to train peer researchers in CBPR in at least two instances with seven people living with HIV (six gay men and one heterosexual woman), all of whom were financially compensated (Eaton, Ibáñez-Carrasco, et al., 2018). In both trainings, peer researchers were HIV-positive and research-naïve and had lived experience on the study topics (that is, HIV-associated neurocognitive disorder [HAND], medication adherence, and substance use). In addition, the peer researchers had worked with people affected by these issues in service provider roles (as volunteers at community-based organizations). All research activities—including peer researcher training—were hosted by a community-based HIV organization in downtown Toronto, Canada. The author (a social work researcher) designed and facilitated these trainings in partnership with an HIV research education program titled Universities Without Walls. Peer researchers completed a 1.5-hour pretraining webinar and two hours of in-person education (mix of didactic presentation and group discussion) on the study’s goals, CBPR, and their peer researcher role (that is, conducting interviews). This component of the training included discussions on confidentiality, the consent process, and a review of the draft interview guides. The peer researchers then engaged in a two-hour process of filming simulated interviews, whereby four 30-minute one-on-one simulations (with peer researchers rotating roles between interviewer and participant) were filmed so that each peer researcher had a recording of themselves as interviewer. In the first study, on social work’s role in addressing HAND (Eaton et al., 2017), simulations included participants forgetting a question, displaying sudden irritability, and repeating information that they had already shared as these are characteristics of HAND (Spudich, 2013). In the second study, on a pilot postdischarge peer telephone support program for people experiencing medication adherence challenges and problematic substance use (Eaton et al., 2019), simulations included participants appearing groggy or slurring speech due to substance use and poor health (they were recently hospitalized), alongside expressing fatigue at being asked medication adherence and substance use questions as this population can feel overresearched (Chan Carusone et al., 2017). These recordings were then transferred to flash drive storage devices (that is, USB keys) and given to peer researchers so that they could watch their recordings. The team then reconvened the following day so that peer researchers could reflect on their recordings and attempt new simulations that incorporated their reflections, and for facilitator feedback. Peer researchers self-evaluated themselves based on their ability to probe for fulsome answers from the simulated participants. The training facilitators provided feedback on how to improve active listening skills, as these skills have frequently been taught through simulation in social work education (Huerta-Wong & Schoech, 2010). This included feedback on verbal skills (such as paraphrasing participant responses to confirm accuracy) and nonverbal skills (such as adjusting body posture and tone of voice to match that of the participant). After each study was completed, the peer researchers provided feedback on their experience through case study interviews with the author (Eaton, Tsang, et al., 2018) as this method can be helpful in improving continued community–academic partnerships (Vaughn et al., 2018). In these interviews, peer researchers stated that the feedback process (that is, group discussion of self-evaluation and facilitator feedback) improved their confidence in interviewing participants. Implications for Social Work Research The field of social work research is evolving from its base in social justice to a field that is reflexive and responsive to the changing social world (Lein, Uehara, Lightfoot, Lawlor, & Williams, 2017). Capacity-building activities that maximize community involvement in research, such as the filmed simulation activity presented here, offer a concrete step toward a research paradigm that is inclusive and accessible of multiple needs (that is, physical learners can feel themselves in the role, visual learners can see themselves on playback) so that the CBPR goal of equitable participation can be achieved (Lightfoot, McCleary, & Lum, 2014; Wallerstein & Duran, 2006). Benefits of Filmed Simulation This activity was mutually beneficial to peer researchers and the academic researchers on the team. Peer researchers said that the filmed simulations helped them better grasp the concepts, and that seeing themselves on camera helped solidify the verbal and nonverbal skills that they wanted to exhibit in actual interviews (Eaton, Ibáñez-Carrasco, et al., 2018). For the academic researchers, watching the videos provided insight into how the interview guides flowed in practice, which was bolstered by peer researcher discussion of their filmed simulations; this led to rearranging questions for an interview guide that transitioned better from one section to the next. Such adaptability to data collection methods aligns with a core concept of CBPR, adapting to changes in the research process as new knowledge emerges (Vaughn et al., 2018). Social work researchers who are considering training methods for peer researchers could use filmed simulation to better prepare peer researchers for their role and to gain insight into their data collection materials. Feedback that is aligned with active listening principles and openly discussed with peer researchers as a group, which allows for peer researcher self-reflection, may contribute to greater fidelity of interview methods when multiple interviewers are collecting data. Limitations of Filmed Simulation There are limitations to the approach as presented here. This approach was used for qualitative data collection; as such, feedback on active listening and self-evaluation on probing questions were relevant. For quantitative research, this type of training may be less relevant. Regarding access needs, peer researchers may not have the technological means to use a flash drive to view a video file. Uploading the video file to a Web streaming service (for example, YouTube, Vimeo) with a private viewing link is possible, so the video can be viewed only by people who have the unique Web link. This may mitigate flash drive access issues (peer researchers may own a mobile phone with Internet access). However, the streaming service’s privacy policies should be reviewed, and peer researchers should thoroughly understand who will have access to the file and where it may continue to be stored, even if the uploader deletes the file. Social work researchers should consider the context of their peer researchers’ lives in the design and delivery of training methods. As this activity was applied with seven peer researchers in two quasi-experimental studies, a more robust evaluation (such as a study comparing this type of peer researcher engagement with the more traditional academic interview style) is needed to decisively conclude its effectiveness. Conclusion Filmed simulation continues to gain prominence in the fields of blended learning and social work education, and its applicability can extend to train peer researchers in community settings. This activity can enhance the peer researcher training experience while providing academic researchers with reciprocal benefit on their methods, so long as issues of access, equity, and privacy are accounted for. Andrew David Eaton, MSW, is a PhD candidate and research director, Factor-Inwentash Faculty of Social Work, University of Toronto, 246 Bloor Street West, Room 710, Toronto, ON M5S1V4 Canada; e-mail: andrew.eaton@utoronto.ca. This work was supported by community-based research grants from the Ontario HIV Treatment Network (OHTN #1043 and #1074) in which the author is the endgame leader in HIV-associated neurocognitive disorder and psychosocial interventions. The author thanks Universities Without Walls for in-kind curriculum development and Drs. Shelley L. Craig and Lauren B. McInroy for the inspiration to write this article. References Asakura , K. , Bogo , M. , Good , B. , & Power , R. ( 2018 ). 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Let’s make a movie: Investigating pre-service teachers’ reflections on using video-recorded role playing cases in Turkey . Teaching and Teacher Education, 27 , 95 – 106 . Google Scholar Crossref Search ADS WorldCat Lein , L. , Uehara , E. S. , Lightfoot , E. , Lawlor , E. F. , & Williams , J. H. ( 2017 ). A collaborative framework for envisioning the future of social work research and education [Editorial] . Social Work Research, 41 , 67 – 71 . doi: https://doi.org/10.1093/swr/svx008 Google Scholar Crossref Search ADS WorldCat Lightfoot , E. , McCleary , J. S. , & Lum , T. ( 2014 ). Asset mapping as a research tool for community-based participatory research in social work [ Research Note ]. Social Work Research, 38 , 59 – 64 . doi: https://doi.org/10.1093/swr/svu001 Google Scholar Crossref Search ADS WorldCat Linsk , N. , & Tunney , K. ( 1997 ). Learning to care: Use of practice simulation to train health social workers . Journal of Social Work Education, 33 , 473 – 489 . doi: https://doi.org/10.1080/10437797.1997.10778887 Google Scholar Crossref Search ADS WorldCat Logie , C. , James , L. , Tharao , W. , & Loutfy , M. R. ( 2012 ). Opportunities, ethical challenges, and lessons learned from working with peer research assistants in a multi-method HIV community-based research study in Ontario, Canada . Journal of Empirical Research on Human Research Ethics, 7 ( 4 ), 10 – 19 . doi: https://doi.org/10.1525/jer.2012.7.4.10 Google Scholar Crossref Search ADS WorldCat Minkler , M. ( 2005 ). Community-based research partnerships: Challenges and opportunities . Journal of Urban Health, 82 ( Suppl. 2 ), ii3 – ii12 . doi: https://doi.org/10.1093/jurban/jti034 Google Scholar Crossref Search ADS WorldCat Neander , L. , Hanson , B. L. , Edwards , A. E. , Shercliffe , R. , Cattrell , E. , Barnett , J. D. , et al. ( 2018 ). Teaching SBIRT through simulation: Educational case studies from nursing, psychology, social work, and medical residency programs . Journal of Interprofessional Education & Practice. doi: https://doi.org/10.1016/j.xjep.2018.08.002 WorldCat Spudich , S . ( 2013 ). HIV and neurocognitive dysfunction . Current HIV/AIDS Reports, 10 , 235 – 243 . doi: https://doi.org/10.1007/s11904-013-0171-y Google Scholar Crossref Search ADS WorldCat Vaughn , L. M. , Jacquez , F. , & Zhen-Duan , J. ( 2018 ). Perspectives of community co-researchers about group dynamics and equitable partnership within a community–academic research team . Health Education & Behavior, 45 , 682 – 689 . doi: https://doi.org/10.1177/1090198118769374 Google Scholar Crossref Search ADS WorldCat Wallerstein , N. , & Duran , B. ( 2006 ). Using community-based participatory research to address health disparities . Health Promotion Practice, 7 , 312 – 323 . doi: https://doi.org/10.1177/1524839906289376 Google Scholar Crossref Search ADS WorldCat © 2019 National Association of Social Workers This article is published and distributed under the terms of the Oxford University Press, Standard Journals Publication Model (https://academic.oup.com/journals/pages/open_access/funder_policies/chorus/standard_publication_model) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Social Work Research Oxford University Press

Filmed Simulation to Train Peer Researchers in Community-Based Participatory Research

Social Work Research , Volume 43 (3) – Sep 10, 2019

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Oxford University Press
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© 2019 National Association of Social Workers
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1070-5309
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1545-6838
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10.1093/swr/svz011
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Abstract

Filmed simulation, an activity in which learners engage in recorded role-play simulations, is gaining prominence in social work education and other health professions as it allows for repeated viewing and greater opportunities for reflection and feedback (Neander et al., 2018). This activity may also be of use in social work research, especially as it pertains to the profession partnering with peer researchers (that is, members of the population under study) for the conduct of community-based participatory research (CBPR). This research note responds to recommendations for capacity-building strategies for peer researchers (Devotta et al., 2016; Greene et al., 2009) and expands on existing peer researcher training models (Eaton, Ibáñez-Carrasco, et al., 2018; Greer, Amlani, Pauly, Burmeister, & Buxton, 2018). The purpose of this article is to discuss the educational benefits and practical considerations regarding filmed simulation as a tool to train peer researchers. Concepts and Considerations Peer researchers identify with a population under study through shared demographics (that is, age, ethnicity, gender, sexual orientation, and so on) and lived experience (for example, health or mental health condition, income, housing, substance use) (Eaton, Ibáñez-Carrasco, et al., 2018). This section discusses peer researchers in the context of CBPR, with considerations for training. Peer Researchers Peer researchers are often recruited to a research team because of their connection to a community (Logie, James, Tharao, & Loutfy, 2012). They can perform numerous tasks during a study, from conceptualization to publication. These tasks can include designing the study, determining objectives, recruiting participants, collecting data, analyzing data, and disseminating information. Thoughtful capacity-building activities for peer researcher partnerships can be beneficial, for both peers and the academic researchers they partner with (Minkler, 2005). Peer researchers can have a direct impact on their communities by demonstrating leadership through the practice of research activities (Eaton, Tsang, Craig, & Ginocchio, 2018), and their competence in research enhances their ability to take on this leadership role (Greene, 2013). Furthermore, adequate preparation for the role may reduce burnout (Greer et al., 2018) and motivate peer researchers to join subsequent studies (Eaton, Ibáñez-Carrasco, et al., 2018). Academic researchers can foster team building by engaging peer researchers in training and may also learn more about their study population prior to data collection (Minkler, 2005). Training helps address issues of equity, which is key for successful community–academic relationships as (a) peer researchers hold staff positions or co-investigator roles on studies led by social work researchers (Eaton, Craig, & Wallace, 2017; Greene, 2013; Logie et al., 2012) and other professionals (Closson et al., 2016), so an employer–employee hierarchy is present; and (b) peer researchers often join a study with little or no formal research training, so they may feel inadequate in the language and conduct of research (Logie et al., 2012; Vaughn, Jacquez, & Zhen-Duan, 2018). These two factors can cause a power differential and lessen the benefits that both parties receive from a partnership (Greene, 2013). Such tensions may be mitigated when capacity-building activities are thoughtfully implemented; this aligns with the framework of CBPR (Israel et al., 2011; Wallerstein & Duran, 2006). CBPR CBPR is a framework that combines the ideals of participatory action research (PAR) with the practical recommendations of community-based research (CBR), with a significant focus on peer researcher engagement (Jull, Giles, & Graham, 2017; Wallerstein & Duran, 2006). PAR contributes concepts such as striving for community change action (that is, local shifts in attitudes based on research findings), an equity lens (that is, mitigating power dynamics), and co-ownership of study findings (Fine & Toree, 2006). CBR offers guidance on peer researcher human resources, methods of finalizing data collection tools, and analysis strategies (Harris, 2006). Through this combination, the CBPR framework helps researchers maximize facilitators and limit barriers to peer researcher participation on both conceptual (that is, sense of leadership) and practical (that is, appropriate compensation) levels (Jacobs, 2010). Yet there is a gap in CBPR models. Although ethical considerations (Greene, 2013), hiring practices (Closson et al., 2016), and epistemology (Greene et al., 2009) of peer researchers have been explored, the methods of training peer researchers in CBPR are infrequently reported (Greer et al., 2018). Thoughtful consideration of peer researcher training needs may mitigate unintended consequences (for example, confidentiality breaches, burnout, and resignation) that can arise from projects involving peer researchers (Greene et al., 2009). Considerations for Training Peer Researchers in CBPR As peer researchers in health research (such as HIV/AIDS) are often recruited due to their lived experience, it is unlikely that they have received prior training in research that would be sufficient for an intensive peer researcher role on a study (Logie et al., 2012). In the health sector—where peer researchers are often drawn from (that is, as patient leaders)—blended learning has been proposed as one strategy that can help peer researchers develop research aptitude, especially in qualitative data collection (Bierema, 2018; Eaton, Ibáñez-Carrasco, et al., 2018). Blended learning is a multifaceted approach to education, where numerous teaching methods (for example, simulation, webinars, group discussion) are used to accommodate multiple learning styles (for example, visual, verbal, physical learners) (Coyne, Frommolt, Rands, Kain, & Mitchell, 2018). Such an approach is particularly appropriate for a CBPR context, where accessibility is key to achieving equitable participation of all team members (Vaughn et al., 2018; Wallerstein & Duran, 2006). The simulation component of blended learning has been identified as particularly helpful (Coyne et al., 2018), and its benefits may be enhanced when the activity is filmed (Asakura, Bogo, Good, & Power, 2018). Simulation Simulations, or role-play exercises in which learners apply skills to real-world scenarios, are hallmarks of blended learning (Coyne et al., 2018) and of social work education (Craig, McInroy, Bogo, & Thompson, 2017). In both blended learning and social work education, simulation is used to help learners apply theory to practice and enhance their professional socialization (that is, acclimatization to the role they are being trained for) (Linsk & Tunney, 1997). The learner takes on the role they are training for (such as a peer researcher) with another person (recommended to be a trained actor, but can also be the instructor or another student) using a written description or script as a guide to simulate the subject (Craig et al., 2017). By performing a role in simulation (such as a research participant), learners can better appreciate the interpersonal complexities that can arise when applying values (such as accessibility) and skills (such as probing questions) to an actual conversation (Brummel, Gunsalus, Anderson, & Loui, 2010). Filming simulation can further enhance its professional socialization benefits, by offering the learner a view of themselves in their desired role (Koc, 2011). In addition, the use of film provides learners with insight into their verbal (for example, voice tone, speech content) and nonverbal (for example, body posture, facial expression) dynamics (Brummel et al., 2010; Koc, 2011). Filmed Simulation to Train Peer Researchers in CBPR Filmed simulation has been used to train peer researchers in CBPR in at least two instances with seven people living with HIV (six gay men and one heterosexual woman), all of whom were financially compensated (Eaton, Ibáñez-Carrasco, et al., 2018). In both trainings, peer researchers were HIV-positive and research-naïve and had lived experience on the study topics (that is, HIV-associated neurocognitive disorder [HAND], medication adherence, and substance use). In addition, the peer researchers had worked with people affected by these issues in service provider roles (as volunteers at community-based organizations). All research activities—including peer researcher training—were hosted by a community-based HIV organization in downtown Toronto, Canada. The author (a social work researcher) designed and facilitated these trainings in partnership with an HIV research education program titled Universities Without Walls. Peer researchers completed a 1.5-hour pretraining webinar and two hours of in-person education (mix of didactic presentation and group discussion) on the study’s goals, CBPR, and their peer researcher role (that is, conducting interviews). This component of the training included discussions on confidentiality, the consent process, and a review of the draft interview guides. The peer researchers then engaged in a two-hour process of filming simulated interviews, whereby four 30-minute one-on-one simulations (with peer researchers rotating roles between interviewer and participant) were filmed so that each peer researcher had a recording of themselves as interviewer. In the first study, on social work’s role in addressing HAND (Eaton et al., 2017), simulations included participants forgetting a question, displaying sudden irritability, and repeating information that they had already shared as these are characteristics of HAND (Spudich, 2013). In the second study, on a pilot postdischarge peer telephone support program for people experiencing medication adherence challenges and problematic substance use (Eaton et al., 2019), simulations included participants appearing groggy or slurring speech due to substance use and poor health (they were recently hospitalized), alongside expressing fatigue at being asked medication adherence and substance use questions as this population can feel overresearched (Chan Carusone et al., 2017). These recordings were then transferred to flash drive storage devices (that is, USB keys) and given to peer researchers so that they could watch their recordings. The team then reconvened the following day so that peer researchers could reflect on their recordings and attempt new simulations that incorporated their reflections, and for facilitator feedback. Peer researchers self-evaluated themselves based on their ability to probe for fulsome answers from the simulated participants. The training facilitators provided feedback on how to improve active listening skills, as these skills have frequently been taught through simulation in social work education (Huerta-Wong & Schoech, 2010). This included feedback on verbal skills (such as paraphrasing participant responses to confirm accuracy) and nonverbal skills (such as adjusting body posture and tone of voice to match that of the participant). After each study was completed, the peer researchers provided feedback on their experience through case study interviews with the author (Eaton, Tsang, et al., 2018) as this method can be helpful in improving continued community–academic partnerships (Vaughn et al., 2018). In these interviews, peer researchers stated that the feedback process (that is, group discussion of self-evaluation and facilitator feedback) improved their confidence in interviewing participants. Implications for Social Work Research The field of social work research is evolving from its base in social justice to a field that is reflexive and responsive to the changing social world (Lein, Uehara, Lightfoot, Lawlor, & Williams, 2017). Capacity-building activities that maximize community involvement in research, such as the filmed simulation activity presented here, offer a concrete step toward a research paradigm that is inclusive and accessible of multiple needs (that is, physical learners can feel themselves in the role, visual learners can see themselves on playback) so that the CBPR goal of equitable participation can be achieved (Lightfoot, McCleary, & Lum, 2014; Wallerstein & Duran, 2006). Benefits of Filmed Simulation This activity was mutually beneficial to peer researchers and the academic researchers on the team. Peer researchers said that the filmed simulations helped them better grasp the concepts, and that seeing themselves on camera helped solidify the verbal and nonverbal skills that they wanted to exhibit in actual interviews (Eaton, Ibáñez-Carrasco, et al., 2018). For the academic researchers, watching the videos provided insight into how the interview guides flowed in practice, which was bolstered by peer researcher discussion of their filmed simulations; this led to rearranging questions for an interview guide that transitioned better from one section to the next. Such adaptability to data collection methods aligns with a core concept of CBPR, adapting to changes in the research process as new knowledge emerges (Vaughn et al., 2018). Social work researchers who are considering training methods for peer researchers could use filmed simulation to better prepare peer researchers for their role and to gain insight into their data collection materials. Feedback that is aligned with active listening principles and openly discussed with peer researchers as a group, which allows for peer researcher self-reflection, may contribute to greater fidelity of interview methods when multiple interviewers are collecting data. Limitations of Filmed Simulation There are limitations to the approach as presented here. This approach was used for qualitative data collection; as such, feedback on active listening and self-evaluation on probing questions were relevant. For quantitative research, this type of training may be less relevant. Regarding access needs, peer researchers may not have the technological means to use a flash drive to view a video file. Uploading the video file to a Web streaming service (for example, YouTube, Vimeo) with a private viewing link is possible, so the video can be viewed only by people who have the unique Web link. This may mitigate flash drive access issues (peer researchers may own a mobile phone with Internet access). However, the streaming service’s privacy policies should be reviewed, and peer researchers should thoroughly understand who will have access to the file and where it may continue to be stored, even if the uploader deletes the file. Social work researchers should consider the context of their peer researchers’ lives in the design and delivery of training methods. As this activity was applied with seven peer researchers in two quasi-experimental studies, a more robust evaluation (such as a study comparing this type of peer researcher engagement with the more traditional academic interview style) is needed to decisively conclude its effectiveness. Conclusion Filmed simulation continues to gain prominence in the fields of blended learning and social work education, and its applicability can extend to train peer researchers in community settings. This activity can enhance the peer researcher training experience while providing academic researchers with reciprocal benefit on their methods, so long as issues of access, equity, and privacy are accounted for. Andrew David Eaton, MSW, is a PhD candidate and research director, Factor-Inwentash Faculty of Social Work, University of Toronto, 246 Bloor Street West, Room 710, Toronto, ON M5S1V4 Canada; e-mail: andrew.eaton@utoronto.ca. This work was supported by community-based research grants from the Ontario HIV Treatment Network (OHTN #1043 and #1074) in which the author is the endgame leader in HIV-associated neurocognitive disorder and psychosocial interventions. The author thanks Universities Without Walls for in-kind curriculum development and Drs. Shelley L. Craig and Lauren B. McInroy for the inspiration to write this article. References Asakura , K. , Bogo , M. , Good , B. , & Power , R. ( 2018 ). 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Health Promotion Practice, 7 , 312 – 323 . doi: https://doi.org/10.1177/1524839906289376 Google Scholar Crossref Search ADS WorldCat © 2019 National Association of Social Workers This article is published and distributed under the terms of the Oxford University Press, Standard Journals Publication Model (https://academic.oup.com/journals/pages/open_access/funder_policies/chorus/standard_publication_model)

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Social Work ResearchOxford University Press

Published: Sep 10, 2019

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