These core modules will include pre-reading/-work and ongoing webinars using as interactive online infrastructure as possible to enhance engagement. The EL participants will be expected to participate in all webinars. As research projects within each stream mature, the focus of online training will shift toward project-specific training and problem-solving.
Learning objectives: Be able to ask answerable, hypothesis-driven research questions.
Pre-reading: 1. Kahn CR, New England Journal of Medicine 1994 2. Dhillon P, International Journal of Epidemiology 2012
Post-module work: Write three hypothesis-driven research questions related to your area of interest and “25 x 25”.
Rank the following subject areas by order of preference for the team-based project following the Think Tank seminar:
This assignment does not need to be emailed to the program staff.
Learning objectives: 1. Compare and contrast primordial, primary, and secondary prevention strategies to achieve “25 x 25”. 2. Identify importance of mentorship to help achieve “25 x 25”.
Pre-reading: 1. Labarthe DR, Circulation Cardiovascular Quality and Outcomes 2012 2. Straus SE, Sackett DL, Clinical Trials 2011
Post-module work: Identify one local mentor and one international mentor to help you work on projects to help achieve “25 x 25”.
Learning objectives: 1. Understand fundamentals of social determinants of health and apply social strategies to contribute to “25 x 25”. 2. Incorporate the current state of global medication safety standards into broader strategies to improve adherence for.
Pre-reading: 1. WHO Report 2008 2. Attaran A et al., British Medical Journal 2012
Post-module work: Describe and estimate potential effects of three non-medical strategies to help achieve “25 x 25”.
Learning objectives: 1. Use short- and long-term risk calculators to explore their strengths and limitations and the effects of changes to modifiable and non-modifiable risk factors. 2. Identify metrics used to define the “low-risk” phenotype outlined by Stamler and colleagues and compare with cardiovascular health metrics defined by the American Heart Association.
Pre-reading: 1. Berry JD, et al., New England Journal of Medicine 2012 2. Stamler J, et al., Journal of the American Medical Association 1999 3. Lloyd-Jones DM, et al., Circulation 2010
Post-module work: Access the AHA/ACC Pooled Risk Calculator (here) and explore differences in risk based on changes in modifiable and non-modifiable risk factors.
Learning objectives: Identify differences in strategies for addressing shared problems between researchers and policymakers, including differences in timelines, metrics, and communication to bridge those differences.
Pre-reading: 1. Guyatt GH, et al., British Medical Journal 2. Lavis JN, et al., PLoS Medicine 2012
Post-module work: 1. Practice your academic pitch for achieving “25 x 25” to at least one policymaker (governmental or non-governmental) and one patient representative. 2. Identify and contact at least one policymaker with whom you can network on an ongoing basis to help drive progress toward “25 x 25” on a local, regional, or national level.
Learning objectives: 1. Learn how to access evidence synthesis reports through healthsystemsevidence.org. 2. Learn how to use SUPPORT tools for evidence-informed policymaking.
Pre-reading: 1. Bosch-Capblanch X, et al., PLoS Medicine 2012 2. Lavis JN, et al., Health Research Policy and Systems 2009
Post-module work: 1. Use the Health Systems Evidence site (here) to see if there has been an evidence synthesis for your area of interest related to “25 x 25”. 2. Use the SUPPORT tools (here) for development of a policy brief related to your area of interest related to “25 x 25” to prepare for a policy dialogue.
Learning objectives: 1. Understand how local environmental and societal factors can affect cardiovascular health 2. Learn the basics of using an environmental profile research instrument.
Pre-reading: 1. Chow CK, et al., PLoS ONE 2010 2. Chow CK, et al., International Journal of Epidemiology 2009
Post-module work: Use once section within EPOCH 1 (instrument and manual are freely available via PLoS ONE) to evaluate your local community:
Learning objectives: 1. Understand the importance of and strategies for local research network development and research efficiency for scalability. 2. Incorporate the competencies of implementation science into research training activities.
Pre-reading: 1. Straus SE, Sackett DL, Clinical Trials 2012 2. Straus SE, Sackett DL, Implementation Science 2011
Post-module work: Identify and contact at least five new researchers or at least five members of an existing research network within your region/country who are either already working on or would be interested in working on research related to “25 x 25” with you.
Learning objectives: 1. Understand the potential effects and domains of health systems on cardiovascular health. 2. Use the WHO building blocks of health systems as a framework for implementing and evaluating health system interventions and changes.
Pre-reading: 1. WHO Report 2007 2. WHO Report 2010 3. Balabanova D, et al., Lancet 2013
Post-module work: Use Health Systems Global (here) to identify and contact health system actors/collaborators in your region/country who can help in your work on “25 x 25”.
Learning objectives: 1. Compare and contrast population- and individual-based strategies for cardiovascular disease prevention and identify those strategies within the WHO Global Action Plan for NCD Prevention and Control. 2. Understand the range of health professionals who care for patients with cardiovascular disease and who pursue research to achieve “25 x 25” beyond doctors and cardiologists.
Pre-reading: 1. Rose G, British Medical Journal 1981 2. WHO Report 2013 3. Wood DA. et el., Lancet 2008
Post-module work: Begin your research projects to help contribute to “25 x 25”!
