My academic and professional journey in the Sociology of Health has equipped me with substantial knowledge in health research ethics and research methodology. However, my participation in the Change Challenge Academy has significantly deepened and expanded that foundation in meaningful ways.
Strengthening My Understanding of Collaborative Research
One of the most impactful components of the programme was completing the CITI Program course on Responsible Conduct of Research (RCR – Basic), particularly the module on Collaborative Research. This course enhanced my understanding of why research is increasingly collaborative and the importance of establishing and maintaining effective partnerships.
I gained deeper insight into:
- The regulatory frameworks, policies, and guidelines governing research collaboration
- Best practices for building and sustaining successful research partnerships
- Ethical considerations in multi-disciplinary and multi-institutional collaborations
What was particularly revealing to me was the emphasis on community-engaged research. The course highlighted that members of the targeted community are not merely participants, but can be actively involved in:
- Setting research priorities
- Defining study questions
- Designing research protocols
- Collecting and analyzing data
- Co-authoring manuscripts
- Co-presenting research findings
This perspective significantly expanded my prior understanding of collaboration. It reinforced the idea that authentic engagement goes beyond consultation—it requires shared ownership and shared credit.
Expanding My Knowledge of Ethics Committees
As a member of a Research Ethics Committee (REC), I was already familiar with ethical review processes within academic and research settings. However, I previously had limited knowledge about Healthcare Ethics Committees (HECs).
Through the CITI Program course, I learned to clearly differentiate between:
- Research Ethics Committees (RECs) – which focus primarily on the ethical review of research involving human participants
- Healthcare Ethics Committees (HECs) – which are not profession-based and typically exist within hospitals, nursing homes, and hospices to help identify, analyze, and resolve ethical dilemmas in clinical care
This distinction is highly relevant to my role both as a scholar in the Change Challenge Academy and as a member of a Research Ethics Committee. The knowledge gained has broadened my ethical lens and strengthened my capacity to engage more holistically with ethical issues in research and healthcare practice.
Clarity in Implementation Science
The virtual training sessions were equally transformative. On Day 3, Peter Kalulu’s presentation on “Clarity Out of Chaos (Methods for D & I)” introduced me to additional theories, models, and frameworks that can help structure implementation research proposals more clearly and effectively.
This exposure sharpened my ability to:
- Align research objectives with appropriate theoretical frameworks
- Develop clearer implementation pathways
- Design interventions that are feasible, measurable, and context-sensitive
The training reinforced the importance of methodological clarity in ensuring that research is not only theoretically sound but also practically achievable.
Lessons from In-Person Training: Ethics, Culture, and Community Entry
The in-person training offered profound lessons that extended beyond technical knowledge.
One key takeaway was the ethical imperative of structured and intentional community entry. It is unethical for researchers to approach a community without a clear plan—particularly without considering the “Four Ps” framework for engagement. Thoughtful planning is foundational to respectful and effective community-based research.
Another critical insight was that successful implementation science aimed at behavioural change requires going beyond surface-level resistance. Researchers must dig deeply into the underlying reasons why individuals or communities may resist certain interventions.
I was especially inspired by Prof. Collins Airhihenbuwa’s cultural metaphor of the “soup” and “flower.” His philosophical framing of African cultural entry points underscored how researchers must identify the appropriate “gate” through which to engage communities. Understanding cultural access points is essential for meaningful and sustainable intervention implementation.
On a personal note, it was a remarkable privilege to reconnect with Prof. Airhihenbuwa, whom I first encountered in 2005 at a conference in Dakar, Senegal, where he delivered a keynote address. Reconnecting at the Academy felt like a full-circle moment in my academic journey.
A Renewed Commitment to Impact
Reflecting on my previous knowledge and experiences alongside the additional lessons gained through the Change Challenge Academy, I recognize a clear evolution in my understanding of research ethics, collaboration, and culturally grounded implementation science.
This exposure has strengthened my confidence and sharpened my vision for impact. I am now better positioned to apply my expertise and enthusiasm toward advancing cervical cancer prevention efforts—particularly through increasing cervical screening uptake and HPV vaccination coverage.
The Change Challenge has not only expanded my technical knowledge but has also deepened my ethical sensitivity, cultural awareness, and commitment to collaborative, community-centered research.
Ultimately, I am better equipped to contribute meaningfully to reducing cervical cancer burden and to lead research initiatives that are ethical, inclusive, and transformative.
