Global Health Research Competencies

Healthy children are the foundation of sustainable development. Major research advances have resulted in significant advances in infant and child health, but health inequities among children in high-income, upper-middle–income, and low- and middle-income countries persist. For children in all countries of the world, research remains vitally important. Despite the importance of research, communities may be wary of participating in research for at least 5 reasons: they may remember a history of unethical and dangerous research activities; they may have different values than the researchers; they may have different ways of knowing than the researchers; they may have different views about the significance and appropriate uses of samples of their blood or other tissue specimens; and they may fear stigmatization from participation in research studies. The Academic Pediatric Association Global Health Task Force developed a consensus statement on faculty competencies, including those needed for research in global settings. Researchers from all involved countries should agree on the research goals of the involved institutions that align with their respective priorities. They should translate the research into action benefiting the host country. Prioritization should be place on those health research activities that address priority health concerns of the community, region, or nation they have the mandate to serve. Best practices for faculty and students are to follow the principles of community-based participatory research (see chapters 1–5). Concerted efforts of international organizations, ministries of health of governments, multinational donors, academic centers, nongovernmental organizations, and communities will be required to reach the United Nations Sustainable Development Goals. The role of community-based participatory research will be integral to success.