The workshops were broken into MAPK inhibitor morning and afternoon sessions. The morning sessions began with a welcome, the identification of specific goals for each day (e.g. complete final tables for peer review; write an outline of a results section), and didactic sessions on key topics/learning objectives (e.g. an introduction to tables and figures; how the analysis section fits into
a paper). The afternoon sessions were primarily devoted to independent one-on-one work with rotating faculty to prepare the awardees for review by academic faculty occurring every afternoon. The workshop concluded each day with status updates and goal setting from each awardee, followed by a group evaluation of the day’s activities. Tribal awardees attended the morning sessions with all participants, but the afternoon sessions were modified for them in several ways. The tribal awardees had their own workroom and the Native faculty member provided technical assistance almost exclusively for tribal awardees for the duration of the www.selleckchem.com/products/gsk1120212-jtp-74057.html workshops, while other faculty members (e.g. statisticians, subject matter experts) rotated between all of the awardees. The afternoon sessions began with a debriefing — a general discussion
about the lessons and the identification of specific questions. This process occurred within the large group of all of the tribal awardees so as to facilitate dialog and co-learning. The tribal participants had essentially never been exposed to the process of writing a scientific manuscript before and thus had many questions about not only the structure of a manuscript but also how the writing might be interpreted by Native American lay readers. The de-briefing process the gave the tribal members the opportunity to put all of their questions and concerns on the table, which then informed much of the technical assistance provided
to them in the afternoon sessions. The afternoon sessions primarily involved the translation of what the tribal participants reported as academic language (e.g. “sample size”) into public health practice or implementation language (e.g. “total number of community members who participated”) with a specific focus on implementation within the tribal community context. For example, after a morning training on the development of the single overarching communication objective or “SOCO” statement, tribal participants worked in small groups to find the story of their community’s intervention, in a clear and concise “SOCO” way, while not overly narrowing the story in a way that would fail to recognize the significant time and effort the families who had participated in the intervention had invested.