Community Perspectives on Partnering with Early-Stage Investigators in Pilot Research

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Collins, Jacqueline Dolata, Mona Shediac-Rizkallah, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7086698/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 10 Jan, 2026 Read the published version in Research Involvement and Engagement → Version 1 posted 12 You are reading this latest preprint version Abstract Background. This study explores health disparities-focused community partners' experiences participating in a community-academic research partnership in Cleveland, Ohio with early-stage investigators (ESIs). Methods. Anonymous surveys (n = 13), a focus group (n = 5), and one individual interview were conducted with community partners to explore their experiences. Results . Through thematic analysis, we identified three key themes that contribute to the success and sustainability of such partnerships. The three themes included: The Project had a Transformative Impact on Practice; Partner Relationships Supported their Collaboration (with three sub-themes: Brought Unique Perspectives; Trust was Built Through Communication, Engagement & Inclusivity, and Reciprocal Relationships); and CBRN Meetings Bridged Academics and Communities. The two themes encapsulated the community partners' desire to ensure the research findings were sustainable and would lead to lasting change, their relationships and trust for their ESI partners, and how specific partnership dynamics can be used to enhance collaborative efforts. The findings also highlight challenges including the need for clear communication and the usefulness of program support. Conclusion. The findings contribute to the broader literature on community-engaged research, emphasizing the importance of power-sharing, trust-building, and communication in partnerships aiming to affect health equity through collaborative research. Patient and public involvement (PPI) community-engaged research (CEnR) community-academic research partnerships (CAPs) research impact on practice Plain English Summary Community partners from a yearlong community-academic research partnership with early career academics completed surveys and participated in focus groups about their experiences. The qualitative findings indicated community partners’ enthusiasm for how their research projects were applicable to their work, expressing that the data were transformative for informing programming, outreach, and policy decisions. However, the quantitative findings present a more complex picture, with nearly half of survey respondents reporting little to no change in their research interest or ability. This discrepancy could reflect differences in partners’ prior experience with research, their organizations’ capacity to integrate findings, the inherent challenges of translating research into practice, and/or the fact that their academic partners were early in their career. While some partners saw immediate benefits, others might have needed more structured support to fully engage. It is also important to note that we collected the qualitative early in the program (in the first two cohorts) and the quantitative at the end, so it might be that the early community partner cohorts were especially enthusiastic. It could also be that the transformative potential for the project was simply not realized across all projects. The findings suggest there may be a need for intentional capacity-building efforts within CAPs to ensure that research is not only relevant but also accessible and actionable for all stakeholders. Introduction Community-engaged research (CEnR) refers to a continuum in which, at one end, patient and public involvement (PPI)–referred here to as the community and community organizations–serves as either a setting or as participants for research while at the other, engaging as full partners in every research phase. CEnR seeks to ensure research and practice go hand-in-hand, and community-academic partnerships (CAPs) serve as important infrastructure for making that happen (Andress et al., 2020 ). This study works to expand our understanding by exploring community partners’ experiences in CAPs focused on reducing health disparities. Research has found that effective health equity partnerships attend to power issues (Ward et al., 2018 ), and that equity within the relationships are important for ensuring equity outside them. CAPs’ challenges include sustaining research partnerships over time, adjusting plans, and timing (Ahmed et al., 2016 ). Interpersonal and operational factors facilitate or hinder the collaborative process. Facilitators include partners’ trusting and respecting one another and communicating clearly, and hindering factors include “excessive time commitment” and a lack of role clarity among partners (Drahota et al., 2016 ). Recent work has developed useful frameworks outlining barriers to CEnR and actionable steps for addressing them (Hallmark et al., 2023 ). Holding frequent meetings can encourage communication as can being clear about roles, time, and effort, while ensuring adequate representation addresses diversity. This study makes an important contribution by focusing on the community perspective within CAPs and providing recommendations for how programs can better support equitable and useful partnerships between early-stage academic investigators (ESIs) and community organizations. While past research has focused on experienced community partners’ perspectives in a service learning context (Sandy & Holland, 2006 ), less is known about programs specifically focused on communities’ perspectives in working with ESIs. Existing literature acknowledges that community partners’ voices are underrepresented in academic discussions of partnerships (Sandy & Holland, 2006 ) and their expertise tends to be undervalued (London & Glass, 2022 ). This study directly addresses this gap by centering CEnR-involved community members’ experiences with ESIs. Program Context The program was intended to support ESIs in developing partnerships with community organizations focused on eliminating health disparities. ESIs who partnered with community organizations were awarded $ 50,000 one-year pilot grants to explore a health disparity issue. The Center for Health Equity Engagement, Education, and Research (CHEEER), a center based in a safety-net hospital and Case Western Reserve University, both located in Cleveland, Ohio provided a supportive infrastructure. CHEEER staff were available for consultation both pre- and post-award, helped with budgets, grant proposals, and offered everyday technical assistance on project activities (e.g., helping with processing gift cards, locating transcriptionists, etc.) as needed. Additionally, the investigators and their partners attended a monthly community-based research network (CBRN; consisting primarily of community members) meeting in which they regularly discussed their projects with the group, including any challenges they were experiencing, and received advice from the group. At the end of the program, the investigators and their partners presented their findings at a Dissemination Day event. Aim This study explores the experiences of community partners who collaborated with ESIs on a pilot CEnR project focused on health disparities. Methods Design The study employed a mixed methods exploratory sequential design. First, in the qualitative strand, in-depth focus groups were conducted to examine community partners’ experiences with the program and the extent to which their experiences were similar or different (Morgan, 2019). For the quantitative strand, community partners completed a survey developed from the focus group feedback and program experiences over time. Participants & Recruitment The community partners worked at community-based organizations in the Cleveland area and were research partners with an ESI affiliated with Case Western Reserve University who had received a pilot grant from the National Institutes of Health (NIH) supporting ESIs in conducting CEnR on health disparities. A university-based institutional review board approved all human subject protocols. For the focus group, the pilot program director notified the community partners about the focus group over email. An outside evaluator contacted the potential focus group participants via email, including details about the group’s purpose, expected length, and date and time, and a link to an electronic informed consent. All invited participants completed the consent form and attended. The interviews were recorded with a digital recording device and were transcribed by a professional transcriptionist. Six community partners were interviewed. Five partners participated in the focus group in May 2020, and one was interviewed separately later that month due to a schedule conflict. The focus group was held on Zoom due to the COVID-19 pandemic and lasted about 1.5 hours. The individual interview was held over the phone and lasted just over 20 minutes. No participants received incentives for participating. All community partners were women, and each of the five ESIs had at least one community partner represented. The partners had engaged with their CAP for at least one year. For the survey, the pilot program director notified potential participants about the survey at a Community-Based Research Network (CBRN) meeting and then emailed the survey link to all community partners. Participants signed an informed consent document electronically and once consented, were linked to the survey. All participants completed the survey anonymously. Survey participant demographics can be found in Table 1. [INSERT Table 1 ABOUT HERE] Materials Focus Group/Interview Guide . The interview guide was intended to learn about community partners’ experiences with their project, partners, and how they would suggest improving the program. They identified the most memorable part of their experience in the project, the extent to which their experience in the program had affected them personally and/or professionally, to what extent their experience would make them more/less/equally likely to participate in a similar project again, and what they would tell someone about the program. Finally, they were asked how they would improve the program, and what their experiences had been like with program staff and support networks. The last question asked about any other experiences they wanted to share. See Appendix 1 for the full interview guide. Survey. The survey was composed of 47 questions divided into four general areas: (1) Demographics (four questions); (2) Impact of participating (10 questions); (3) Experiences with the program (four questions); (4) Experiences with their academic investigator (six questions); (5) Experiences with disseminating the pilot study findings (14 questions); and (6) Experiences with the CBRN (nine questions). The four demographic questions asked participants to identify their age, education level, race and ethnicity, and gender identity. The 10 questions about the impact of participating in the program asked participants about the extent to which: their interest in research had increased; their ability to participate in research had increased; the partnership had changed processes at their organization and research findings had changed processes at their organization. These questions were evaluated on a 1–5 Likert-type scale (1 = A great deal; 2 = A lot; 3 = A moderate amount; 4 = A little; 5 = Not at all). Participants also indicated whether they had career advancements since being part of the project (1 = Yes; 0 = No) and the extent to which the advancements were related to the project (1 = A great deal, 2 = A lot, 3 = A moderate amount; 4 = A little; 5 = Not at all), and whether they or their agency had been included in funded research since the pilot (Yes/No, plus description). This section also included questions about whether the community partner and partnered with any new academic investigators on research (1 = Yes; 0 = No) and the extent to which their network of people conducting community-based research has expanded (5 = Strongly agree; 4 = Somewhat agree; 3 = Neither agree nor disagree; 2 = Somewhat disagree; 1 = Strongly disagree). Four questions about experiences with the program were open-ended, asking participants to identify the best parts of participating in the program, their least favorite part(s) of participating, suggestions for improvement, and anything else they wanted to share. The set of six questions addressing experiences with their ESI began by asking about the overall strength of their relationship with their partner (5 = Very strong; 4 = Strong; 3 = Neutral; 2 = Weak; 1 = Very weak); the extent to which they felt they/their organization was an equal partner in the research; the extent to which their ESI worked to share power during the pilot project (5 = Strongly agree; 4 = Somewhat agree; 3 = Neither agree nor disagree; 2 = Somewhat disagree; 1 = Strongly disagree); whether they had continued to partner with their academic partner (1 = Yes; 0 = No), and why (open-ended for both yes and no responses); and an open-ended question asking what else they would like to share about working with their academic partner. Experiences with disseminating the pilot study findings (five main questions, nine branching questions) included whether the findings were disseminated (3 = Yes; 2 = Not yet but there is a plan; 1 = No and we do not plan to). A “no” response offered explanations including “The findings are not relevant to our organization”; “We don’t have time”; “We don’t have the expertise”; “The academic partner is not interested in that kind of dissemination”, and “Other”, with additional space to describe. With a “yes” response, participants were asked how dissemination was taking place (written form, e.g., newsletter or email update; in person or online/Zoom announcement/update at a meeting or event; Other (describe)). If a plan was indicated, participants were asked to describe the plan. Participants were also asked if the findings were published (2 = Yes; 1 = No, 0 = I don’t know), and if they were, if the participant had been included as a co-author (2 = Yes; 1 = No, 0 = I don’t know). If they were a co-author, they were asked their role in writing the manuscript (open-ended). Participants were also asked if they had ideas for dissemination that had not been actualized (1 = Yes; 0 = No), why they were unable to actualize those ideas (Lack of capacity in my organization; Lack of interest in my organization; Lack of funding; Other reason (describe)); if they had ideas about effective dissemination (1 = Yes; 0 = No), and what their ideas were (open-ended). Finally, depending on their previous responses, community partners were asked between four and nine questions about their experiences with the CBRN, determined by branching logic in the survey. The first question asked, “Did you attend or try to attend the monthly CBRN meetings?” (1 = Yes; 0 = No). If the respondent answered yes, they were then prompted “If yes, how much do you feel the meetings” (all answered 1 = A great deal; 2 = A lot; 3 = A moderate amount; 4 = A little; 5 = Not at all): “Helped me feel connected to the pilot project”; “Helped keep me informed of other research happening in Northeast Ohio (NEO)”; “Speakers topics were of interest/relevance to me and my work”; “Helped expand my network; Increased my knowledge about community research in Greater Cleveland/NEO”; “Exposed me to potential funding opportunities”. If the respondent did not attend the CBRN meetings, they were asked why not and were directed to select all that apply. Options included: “Time did not work for my schedule”; “Topic areas/speakers not of interest”; “Not a valuable use of my time”; “What else? Please specify.” The last two questions were open-ended and asked what suggestions they would “make to help the CBRN meetings be more relevant and/or engaging for community members” and “What else would you like to share about your experience with the pilot program, partnership, and/or CBRN?” Analysis Qualitative: Procedures to Establish Qualitative Data Trustworthiness. Analysis of the focus group data employed thematic analysis (Braun & Clarke, 2006) and was approached iteratively. In the first step, one analyst compiled the findings from the focus group transcripts and wrote separate reports for each group of interviewees to provide immediate feedback to the project team about program implementation and potential improvements. Next, the interview transcripts were analyzed line-by-line. The primary analyst began by highlighting significant excerpts and then coding the data with an initial word or phrase. Once the transcripts were coded, the codes were examined and compiled to determine the themes. We employed several efforts to establish data trustworthiness, including establishing credibility through prolonged engagement and persistent observation, and data and analyst triangulation. We maintained an audit trail to establish confirmability. Prolonged engagement and persistent observation were demonstrated by four analysts being engaged with similar CEnR projects for many years before this study. We had also conducted a study of ESIs’ experiences (C. Collins et al., 2025; C. C. Collins et al., 2025), so examining community partners’ experiences alongside ESIs’ experiences helped us triangulate data sources and gather a more complete understanding of project experiences that would not be possible by gathering information from only one group. Analyst triangulation involved having multiple analysts analyze quotes and code them simultaneously to avoid bias. One analyst compiled all analysts’ feedback and returned it to the team for verification and discussion. Survey Data. Given the small sample size (N = 12), the analysis was limited to descriptive statistics. Survey responses were compiled in Microsoft Excel, and frequencies and percentages were calculated for each item to summarize participant responses. Results Integrating our qualitative and quantitative data, we identified three themes that represented community partners’ experiences. Theme 1, “The Project Had a Transformative Impact on Practice” highlights how community partners felt that the research was beneficial to their everyday practice, and their hope to sustain the project’s impact. Theme 2, “Partner Relationships Supported the Collaboration” encompassed three subthemes. The first, “ESIs Brought Unique Perspectives” emphasizes how community partners valued their academic partners’ point of view, while the second subtheme, “Trust was Built Through Communication, Engagement, and Inclusivity” highlighted the processes by which community partners came to trust their academic partners, and the third, “Reciprocal Relationships,” reflected the mutual nature of the CAPs. The final theme, “CBRN Meetings Bridged Academics and Communities” reflects how a regular, structured gathering encouraged the partners to keep up-to-date, share knowledge and expertise, and strengthened the connections between academic and community partners. Theme 1: The Project had a Transformative Impact on Practice. Theme 1 emphasizes how the research projects affected practice, with partners describing the impact as “transformative.” Community partners were very enthusiastic about applying the research findings to their programming and informing their everyday work. Partners described the data as “monumental”, “game-changing,” “invaluable for everything we do programmatically”, “impressive” and “quite a bit more than I had initially anticipated.” Partners contrasted the projects with “typical” academic research that doesn’t benefit “the average person,” acknowledging the historical context of health disparities and the need to ensure research findings will benefit people. Partners said that acting on the data would help them create new strategies to better serve their populations. One said, “I’ve been in this field for 25 years and having finally an intervention, … a framework, for how to talk to [population], how to support them …that’s been critical.” Another said the project broke new ground, helping them better serve their population. Community partners were enthusiastic and eager to explore next steps and learn how they could sustain the learning beyond the immediate project. They said they wanted to develop practical, responsive programming with accessible, client-centered materials and long-term support–especially for organizations with less academic/research backgrounds. One partner said, “The community is not interested in academic language, so how do we tell them that ‘This is really important information that matters to you?’” The partners also wanted advocacy strategies to allow them to meet funders’ requirements, demonstrate accountability, and show funders that research evidence is shaping their practice, hoping that would help them sustain the research project’s gains. However, they also said funders often put up barriers when organizations were not equipped to conduct research. One partner said they were frustrated with funders’ insistence on evidence-based programs, which they said hampered innovation. They emphasized the need to collaborate with research professionals so they could stay focused on their everyday practice while still benefiting from research. While the qualitative data clearly expressed partners’ enthusiasm for the impact the project had on their organization, the survey findings showed more mixed findings. Close to half (46%) of respondents reported their partnerships with the academic partner changed their organization’s processes moderately or a lot, and more than half (56%) reported that the organization’s processes were changed a little or not at all. Less than half (46%) of respondents reported increased interest in engaging research, and over one-third (38%) reported only a little or no increase. A little over one-third (38%) reported improvement in their ability to engage in research. Less than half of respondents reported career advancements since the pilot project and did not attribute those advancements strongly to being part of the pilot project. Less than half of respondents reported being written into funded research projects, but more than two-thirds reported having partnered with new academic researchers. About 62% of community partners reported their network of community-based researchers had expanded (see Table 2 ). [INSERT Table 2 ABOUT HERE] Theme 2: Partner Relationships Supported the Collaboration The research/practice bridge was possible because the CAPs were grounded in strong communication and mutual respect. Theme 2 illustrates community partners’ appreciation of how combining expertise enhanced both research and practice, and both qualitative and quantitative data supported this. On the surveys, more than half said they are partnering with their academic partner again (see Table 3 ). When asked why they would partner again, respondents noted several reasons. One emphasized the strong relationship they had developed through a previous project, noting that their academic partner was consistently available. Another respondent said that they and their academic partners shared an interest in helping the client population. The prospect of engaging in new, interesting projects was also a motivating factor. Some praised their academic partner’s personal qualities, describing their partners as "amazing," "talented," and "skilled," and noting their partner’s “cultural sensitivity and respect” for the study participants. For those who did not want to partner with their academic investigator again, community partners cited several reasons included being "busy," and "burnt out" from the amount of work involved, and another had left the agency. Others indicated that they were focused on other projects and/or that there was no other research that aligned with the specific population they serve, making a continued partnership unnecessary. [INSERT Table 3 ABOUT HERE] 2.1. ESIs Brought Unique Perspectives. This subtheme captured community partners’ appreciation for the unique ways their academic partners approached their work which helped them expand their perspectives and helping them grow. The community partners said that the academic partner’s research lens was a valuable tool that had helped the agency “focus when we get off track.” Academic partners were described as “very well-respected, strong” and brought an “overarching framework that supports us implementing a strong intervention.” Community partners also said without the academic partner’s perspective, they might not have uncovered unintentional harms staff were causing their agency’s population, a finding that was actively used to improve services. The academic partner, some said, connected better with their clients, elicited valuable feedback, and ensured inclusivity. Other partners said the researcher’s ability to engage her agency’s clients made the clients “truly feel that they can share without having some sort of repercussion” and increased the value of the findings. The community partners also had advice for future community partners considering partnering with academics. They emphasized the importance of intentionally partnering with an academic who understands the agency’s specific needs and context, the importance of the researcher aligning with their goals, values, and knowing what the agency is looking for. One community partner said it was important to partner with an academic who could “really push us to think in the right direction” and said it was ideal if the academic partner had lived experience with their client population’s issues “so that they are already familiar with some of the disparities, have a good understanding of the culture, are already immersed.” The partner added, “There were definitely some things that I think [we] would’ve missed, if we didn’t have that.” The partners argued that such partnerships could also support diversity among academic investigators. 2.2. Trust was Built Through Communication, Engagement & Inclusivity. Community partners said they came to trust their academic partners through intentional and regular communication, and engagement that demonstrated inclusivity and power-sharing. Trust was built and reinforced through consistent communication. While some partners had established trust through prior relationships, for others, trust was built through regular interactions. Community partners said that when partners checked in regularly (at least monthly) to give updates and share preliminary data, they felt respected, valued, connected, and like their agency’s concerns were being addressed. Survey feedback highlighted academic partner flexibility open communication, and being “accommodating.” Community partners overall said their partners “totally delivered”. Appreciation for communication extended to community partners’ experiences with program staff, whom they praised for their support, knowledge, responsiveness, and willingness to help. One partner said, “I cannot speak more highly of all of the staff” noting how knowledgeable and willing to help they were. Partners described the staff as fun, respectful, said they felt heard, comfortable, and supported by them, specifically noting prompt email responses, and explaining things “in a manner in which we could totally understand.” Community partners also said the staff made research accessible and engaging, creating a positive and open environment, and staff transitions were smooth. Community partners also talked about how their academic partners demonstrated inclusivity both to their agency staff and clients. One partner had been involved in two different projects and said the project in which they were more deeply engaged at every stage was “far more successful” than the other. They said the ESI was “really intentional in making sure that we were involved every step of the way,” ensuring equity in resource sharing. Another said it was “refreshing to see that somebody coming with a lot of privilege” from an academic background that not only kept them informed but also educated and included. Inclusivity extended to their community’s voices. One partner described the research as “life-changing in so many ways.” For somebody who’s felt marginalized … and not felt affirmed … to have the data … and it’s done in such a caring, compassionate way.…It’s for our community, by our community. Huge.… I don’t have the words to describe it any other way. This quote reflects both the partner’s beliefs about the work’s importance and how the work was done regarding including and engaging with the client community. Involving community organization staff and clients in data collection, interpretation, and dissemination helped ensure the data were used to drive positive change. One long-serving partner even said their partner’s inclusive approach showed them a “gold standard” for working with research partners. Community partners’ experiences with dissemination varied (see Table 4 ). Among the five survey respondents who indicated the findings had been published, four reported they were co-authors, but only three said they had provided “feedback on drafts and clarification for reviewer comments,” information/data, helped with interpretation with their agency’s lens, and reviewed the manuscript for accuracy. Others helped develop metrics and/or were tuned in to high level aspects of the projects. Community partners who had co-presented findings helped both partners consider the work’s practical implications. While some partners preferred to be “more hands-off’, all focus group participants said they felt comfortable with, trusted, and supported by their ESI and would collaborate with them again. [INSERT Table 4 ABOUT HERE] 2.3. Reciprocal Relationships. Beyond simple communication and inclusive engagement, community partners recognized and valued the reciprocal contributions which supported their relationship. One said, “There were some things that I think we helped [academic partner] with, and there were definitely some things that [academic partner] helped us with.” A survey respondent wrote, “It was a trip for me to be a mentor to an academic.” One partner described bringing her academic partner to a state lobby day to findings with legislators, saying it was “the first time they’d ever done any sort of direct lobbying, or any advocacy work or anything like that.” The partner said the academic partner “was blown away just by the experience” of potentially influencing legislation, an action the community partner saw as a natural next step. Survey respondents shared both positive experiences and challenges in their collaboration with their ESIs. Several respondents expressed overall satisfaction and valued the collaboration, noting they enjoyed the creative process. While half of the respondents indicated no areas of improvement were needed, the other half had specific suggestions. Community partners noted the need for guidance on writing findings and identifying reputable sources for publication, as well as the need for addressing power dynamics and reconciling differing dissemination expectations, particularly when “momentum waned” and the ESI moved on to new projects. One respondent suggested a guide could help balance the workload, while another wished for better negotiating skills to manage responsibilities. Other suggestions included holding in-person meetings more often, continuing efforts “to make the community aware of opportunities”, establishing “more concrete expectations” about the community partners’ required level of involvement and time, and the need for clear communication, and “No matter what, give the credit to the organization and also the person who helped you reach the community you didn’t have access to.” They also noted the need to co-develop “positive narratives that highlight the power people hold.” A summary of open-ended comments referring to the best and least favorite parts of the program are displayed in Table 5 . Table 5 Open-Ended Comments: Best and Least Favorite Parts of the Program Best Part of Participating The Data and Research Process • The process from start to post award • Opportunity to look at the data • Data and information gained. Learning and Awareness • Learning more about those we serve and their experiences • It gave our [population a broader] understanding about their health and the impact of life stressor [sic] on their health • Increased awareness of research needs and more effective and humane methods to involve the community. • Good to know people are looking into certain topics Impact on Community • Research to action! • The positive reception of the individuals involved in the study, which shows the need for the work being done. Confidence and Empowerment • Gaining self-confidence that my knowledge, lived experience, and training are valuable. • I was able to use my skills at a community connector to make a bigger impact on the pilot project. Dissemination and Findings • The dissemination event specific to the findings of the research project Least Favorite Part of Participating Time and Effort • Making the time to gather the data needed • All the meetings • It took time away from staff daily responsibilities • I ended up being overwhelmed with the amount of involvement in the program and have since learned to speak up about time boundaries. Dissemination • The lack of understanding …of the results and or the attempt to make system changes • Rehashing the reasons why we were doing it in the first place. Process Frustrations • Not having control over Zoom meetings for our group • Getting folks to value community input. [INSERT Table 5 ABOUT HERE] Theme 3: CBRN Meetings Bridged Academics and Communities Table 6 Eight respondents responded that they attended the CBRN meetings, four responded that they did not. Respondents who did not attend said the meeting time did not work for their schedule. Some open-ended comments were very enthusiastic including, “I love the CBRN, it has truly changed my life,” and “It has been a really good opportunity to build my skills and learn new information.” Other comments talked about enjoying the CBRN “and the continued engagement.” One partner said the CBRN meetings helped keep maintain communication and connection to the ESI who regularly presented at the CBRN meetings. “I could be reassured like ‘Oh I'll see [investigator] later this week.’” However, some community members were not clear that they had been expected to attend CBRN meetings, suggesting a need for better communication (from the program and/or within the CAP). Respondents had suggestions for how make the CBRN meetings be more relevant and/or engaging for community members, including “Allow a quarterly opportunity for community members to come and share what they are seeing in their communities” and another wrote that it would be interesting for the pilot study participants to come back and share the findings. [INSERT Table 6 ABOUT HERE] Discussion PPI defined as community partners involved in a CAP focused on addressing health disparities shared their experiences in surveys and focus groups, emphasizing how valuable it had been to work with ESIs in a new way, the importance of communication, and the importance of inclusive but also reciprocal engagements in their relationships with ESIs. Our study directly captures the often-unheard voices of community partners in the specific context of collaborations with ESIs, and their experiences offer insights for the designing and implementation of similar programs. Trust and shared commitment formed the bedrock of meaningful and effective collaboration—echoing findings and principles from the CEnR literature (Ahmed et al., 2016 ; Drahota et al., 2016 ; Woods-Jaeger et al., 2021 ). However, it also points to the need for careful alignment between partners’ goals, values, expectations and the specific needs of the community. These findings add to the literature by emphasizing the importance of intentional and strategic partner selection, which could influence the outcomes of CEnR initiatives. While our study had a unique focus on community partners’ experiences in partnerships with ESIs, the findings are quite similar to the dynamics, challenges, and benefits of these collaborations of those involving more established researchers. Centering Respect and Inclusion in CAPs Previous research indicates that successful CEnR is influenced by various contextual factors, including historical trust or mistrust, environmental contexts, and policy frameworks (Ortiz et al., 2020 ). The community partners in our study also emphasized the importance of these factors, particularly in their experiences with inclusivity, empowerment, and intentional engagement with their ESIs. Partners felt that both they and their client populations were genuinely included and respected in the research process, and their ESIs sought out and valued their expertise. This mutual respect helped balance traditional power dynamics and supported community partners’ sense of ownership over and engagement with the work. These findings reflect prior research emphasizing the importance of reciprocal commitment in CEnR, where community knowledge is treated as essential rather than supplemental (National Academies of Sciences, Engineering, and Medicine, 2016 ; Ward et al., 2018 ). Community partners’ emphasis on power dynamics is evident in how much they appreciated academic partners’ efforts to create equitable relationships. However, contrary to prior research, we found that research had helped uncover unintentional harms the community organization had been doing to its population. To our knowledge, this finding is novel and points to the unique perspective and approach an outside researcher (or evaluator) who focuses on inclusivity can bring. Communication Facilitates Trust Our findings suggest trust is not a byproduct of collaboration but a foundational element to intentionally cultivate through communication, and historical mistrust of research–particularly among marginalized communities affected by health disparities–can threaten that foundation. In this study, regular, clear communication was critical to sustaining community partners’ engagement and increasing their trust, confirming previous findings (Ahmed et al., 2016 ; Hallmark et al., 2023 ). From regular updates to shared dissemination strategies, communication practices—in part facilitated by the pilot program’s staff—encouraged transparency, reinforced accountability, and ensured partners stayed informed of projects’ progress. These practices mirror what other research has found to be facilitators of effective CAPs (Ahmed et al., 2016 ; Drahota et al., 2016 ; Hallmark et al., 2023 ). Communication served not only to build trust but also to ensure research findings’ relevance for the community. We also believe the CBRN’s built-in structural support helped facilitate the CAPs. While other research has reported time and role clarity are common barriers in CAPs (Ahmed et al., 2016 ; Drahota et al., 2016 ), the study’s focus group participants did not express major concerns in these areas, but some survey participants indicated that time commitment posed challenges. It is possible that the majority positive experiences reflect the programmatic supports that helped facilitate smoother collaboration, however, programs might need to consider structural supports and ensure there is clarity regarding workload distribution. Sustaining the Work: Benefitting the Community Long-Term The most striking findings in this study were the community partners’ deep value of the translational potential of their projects and how much they cared about ensuring their projects’ benefits were not only used but sustained to benefit for their community members/clients. Community partners’ enthusiasm stemmed in part from feeling their clients were respected, an important elements of successful CEnR (Matthews et al., 2018 ). Community partners were invested in ensuring the work would benefit their communities in concrete and lasting ways beyond the research project (London & Glass, 2022 ). This aligns with the scholars’ calls for more CEnR sustainability planning, including ensuring community partners have ongoing access to findings, capacity-building supports, and continued relationships (Ahmed et al., 2016 ; C. Collins et al., 2023 ; Matthews et al., 2018 ). Community partners, who are deeply engaged with their work expect not just temporary collaboration, but continuity and dissemination strategies that fit with their skills and their desire to effect social change (London & Glass, 2022 ). Limitations While this study provides valuable insights into community partners’ experiences in CAPs, it also has several limitations. First, the focus group sample size was small, with only six community partners, and only those who participated in the first year of a five-year project, which limits the generalizability of the findings. Although the focus groups were chosen to explore areas where community partners’ experiences converged and diverged, the limited sample might not capture the full range of perspectives within the broader community of similar partnerships. Second, the interviews were conducted on Zoom (and one by phone), due to the COVID-19 pandemic which could have influenced the depth and nature of the interactions compared to in-person interviews, especially because of how new the platform was at that time. Third, our study has some specific context issues to consider. First, we reported on community partners’ experiences who were involved in a particular program in Cleveland, Ohio. The program’s unique characteristics, including the support CHEEER provided, might not be representative of other CAPs in different settings or with different structures. Also, all participants were women, which means the study does not capture the men’s perspectives. It is possible that gender influences experiences in CAPs, and the absence of men’s voices could result in only partially understanding partnership dynamics. Next, our focus on community partners’ experiences with ESIs meant we did not have a comparison group of more experienced investigators, so we cannot say that ESIs were more open to equitable collaboration and/or recognizing community partners’ knowledge and expertise than more experienced investigators. Finally, the surveys were administered only at the end of the program, so we do not have baseline data with which to compare end-of-program findings. We therefore cannot make causal inferences about program effects. Also, while some community partners reported some organizational changes came about because of their collaboration, we did not collect data on what specific processes shifted and what influenced those changes. Unpacking such processes could provide insight for how we can work to strengthen partnership models. Implications This study’s findings have several implications for programs and researchers seeking to support and engage in CAPS. Programs should recognize that community partners place value on research findings that directly impacts their practice, a central goal of CEnR (Horowitz et al., 2009 ). Establishing and maintaining trust through communication, engagement, and inclusive practices and building environments where community partners feel valued and heard can lead to more meaningful and effective collaborations. Regular updates, joint dissemination activities, and involving community partners in all research phases lay the foundation for the trust and reciprocity that are essential for effective collaboration. Our findings indicate intentionality in partnership formation is important to community organizations, and community partners should seek partnership with academic investigators whose goals, values, and needs align with their work. Such alignment should ensure that, even if one partner’s primary interest might differ, they should be compatible to ensure the research is both relevant and useful to both partners. Involving academic investigators with lived experience or a deep understanding of the community can enhance the research's relevance and impact, as they might be more attuned to the community's specific challenges and opportunities (Andress et al., 2020 ). While our work focused on ESIs, the partnership issues that mattered to the community were consistent with past research on CEnR and not unique to ESIs. Long-term sustainability of research outcomes was also important to the community partners. Academic institutions and funding bodies should consider providing ongoing support and resources to community partners to help them continue to apply and build on the research findings. This could include providing training on how to use data to advocate for funding, develop programs, and influence policy, and ensuring that research materials are accessible and relevant to community stakeholders. Developing sustainability plans from the beginning of the program and codifying plans in memoranda of understanding (MOUs). Building sustainability plans into CAPs could help both partners while continuing to support the community organization’s priorities early in the relationship. Institutional policies within both academia and community organizations should value and support longer-term investments in CEnR. Programs should consider providing capacity-building support to ensure the community can move beyond immediate research outcomes to ensure findings inform practice and policy after the project ends. Community partners’ suggestions for ongoing support, accessible materials, training, and strategic planning for securing future funding were consistent with past research (Ahmed et al., 2016 ; Sandy & Holland, 2006 ). Conclusion This study contributes to a growing body of CEnR literature by detailing community members’ experiences with CAPs in the context of health disparities-focused research. The findings underscore the importance of trust, communication, and shared power in successful partnerships, the valuable practical applications of research findings, and highlight the importance of sustaining impact beyond the scope and time frame of a single project. CAPs and programs that support them might explore agencies’ interests in sustaining the research and ensuring the findings are useful. As CEnR continues to evolve, the findings can help guide the development of effective and impactful partnerships that truly benefit the communities they aim to serve. Declarations Ethics approval. Ethics approval was obtained from Cleveland State University's Institutional Review Board (IRB) (focus group) and MetroHealth’s IRB (survey). All participants provided written consent to participate. Consent for publication. N/A Availability of data and materials. Data are available on request. Competing Interests. No authors declare competing or conflicts of interest. Funding. This research was funded by the National Institutes of Health/NCMHD U54 MD002265. Author contributions. All authors contributed to the manuscript in a manner consistent with authorship. CC designed the study, created data collection tools, performed the analyses, and wrote up the findings. JD, JDT, and AS designed the program, ran the program, and recruited participants. JD and MSR contributed to the analysis. JD, AS, and JDT provided substantial suggestions for manuscript edits. All authors read and approved the final manuscript. Acknowledgments. We thank the community organizations in the who participated for their feedback and engagement in contributing to this project. References Ahmed, S. M., Maurana, C., Nelson, D., Meister, T., Young, S. N., & Lucey, P. (2016). Opening the black box: Conceptualizing community engagement from 109 community-academic partnership programs. Progress in Community Health Partnerships: Research, Education, and Action , 10 (1), 51–61. https://doi.org/10.1353/cpr.2016.0019 Andress, L., Hall, T., Davis, S., Levine, J., Cripps, K., & Guinn, D. (2020). Addressing power dynamics in community-engaged research partnerships. Journal of Patient-Reported Outcomes , 4 , 24. https://doi.org/10.1186/s41687-020-00191-z Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3 (2), 77–101. https://doi.org/10.1191/1478088706qp063oa Collins, C. C., Rizkallah, M. S., Dolata, J., Nonguierma, E., Hood, E., Thornton, D., & Sehgal, A. (2025). Building the Capacity of Early-Stage Investigators to Conduct Community-Engaged Health Disparities Research. Evaluation and Program Planning , 102585. https://doi.org/10.1016/j.evalprogplan.2025.102585 Collins, C., Dolata, J., Nonguierma, E., Shediac-Rizkallah, M., Sehgal, A., & Thornton, J. (2025). Early-Stage Investigators’ Experiences with an NIH Pilot Award Program. Journal of Clinical and Translational Science , 9 , 1–25. https://doi.org/10.1017/cts.2025.2 Collins, C., Dolata, J., Pike, E., & Sehgal, A. (2023). Increasing research capacity in community organizations: Findings from the Community Research Scholars Initiative. Evaluation and Program Planning , 96 , 102189. https://doi.org/10.1016/j.evalprogplan.2022.102189 Drahota, A., Meza, R. D., Brikho, B., Naaf, M., Estabillo, J. A., Gomez, E. D., Vejnoska, S. F., Dufek, S., Stahmer, A. C., & Aarons, G. A. (2016). Community-academic partnerships: A systematic review of the state of the literature and recommendations for future research. The Milbank Quarterly , 94 (1), 163–214. https://doi.org/10.1111/1468-0009.12184 Hallmark, C. C., Bohn, K., Hallberg, L., & Croisant, S. A. (2023). Addressing institutional and community barriers to development and implementation of community-engaged research through competency-based academic and community training. Frontiers in Public Health , 10 . https://doi.org/10.3389/fpubh.2022.1070475 Horowitz, C. R., Robinson, M., & Seifer, S. (2009). Community-based participatory research from the margin to the mainstream. Circulation , 119 (19), 2633–2642. https://doi.org/10.1161/CIRCULATIONAHA.107.729863 London, R., & Glass, R. D. (2022). Toward equitable collaboration: Community partners’ strategic perspectives on community-engaged research . William T. Grant Foundation. https://wtgrantfoundation.org/toward-equitable-collaboration-community-partners-strategic-perspectives-on-community-engaged-research Matthews, A. K., Castillo, A., Anderson, E., Willis, M., Choure, W., Rak, K., & Ruiz, R. (2018). Ready or not? Observations from a long-standing community engagement advisory board about investigator competencies for community-engaged research. Journal of Clinical and Translational Science , 2 (3), 129–134. https://doi.org/10.1017/cts.2018.21 Morgan, D. L. (2019). Basic and advanced focus groups . SAGE Publications, Inc. National Academies of Sciences, Engineering, and Medicine. (2016). A framework for educating health professionals to address the social determinants of health . National Academies Press (US). http://www.ncbi.nlm.nih.gov/books/NBK395983/ Ortiz, K., Nash, J., Shea, L., Oetzel, J., Garoutte, J., Sanchez-Youngman, S., & Wallerstein, N. (2020). Partnerships, processes, and outcomes: A health equity-focused scoping meta-review of community-engaged scholarship. Annual Review of Public Health , 41 , 177–199. https://doi.org/10.1146/annurev-publhealth-040119-094220 Sandy, M., & Holland, B. A. (2006). Different worlds and common ground: Community partner perspectives on campus-community parnerships. Michigan Journal of Community Service Learning , 13 (1), 30–43. Ward, M., Schulz, A. J., Israel, B. A., Rice, K., Martenies, S. E., & Markarian, E. (2018). A conceptual framework for evaluating health equity promotion within community-based participatory research partnerships. Evaluation and Program Planning , 70 , 25–34. https://doi.org/10.1016/j.evalprogplan.2018.04.014 Woods-Jaeger, B., Daniel-Ulloa, J., Kleven, L., Bucklin, R., Maldonado, A., Gilbert, P. A., Parker, E. A., & Baquero, B. (2021). Building leadership, capacity, and power to advance health equity and justice through community-engaged research in the midwest. American Journal of Community Psychology , 67 (1–2), 195–204. https://doi.org/10.1002/ajcp.12462 Table 2 and 4,6 Table 2 and 4,6 are available in the Supplementary Files section. Additional Declarations No competing interests reported. Supplementary Files Table2and46.docx Appendix1.docx Cite Share Download PDF Status: Published Journal Publication published 10 Jan, 2026 Read the published version in Research Involvement and Engagement → Version 1 posted Editorial decision: Revision requested 26 Aug, 2025 Reviews received at journal 11 Aug, 2025 Reviews received at journal 08 Aug, 2025 Reviews received at journal 06 Aug, 2025 Reviewers agreed at journal 30 Jul, 2025 Reviewers agreed at journal 30 Jul, 2025 Reviewers agreed at journal 28 Jul, 2025 Reviewers agreed at journal 20 Jul, 2025 Reviewers agreed at journal 18 Jul, 2025 Reviewers invited by journal 18 Jul, 2025 Submission checks completed at journal 17 Jul, 2025 First submitted to journal 11 Jul, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7086698","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":488161446,"identity":"67ec37ea-9499-4ee5-a774-b549688c386d","order_by":0,"name":"Cyleste C. Collins","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+UlEQVRIiWNgGAWjYPACCxk2IGkgUQHi8DAcAJKMDfi1SPCAtBRYnCFFC4j8UNkG0cKATwt/A/MDhh8VEjx80u0PN9ycZ2dvcLz34IEPDDayGw7gMP4AmwFjzxmgw2TOGBvO3JacuOHMuYSDMxjSjHFpMQA6g5mxDahFIofNWHLbgQSDGzkGh3kYDicSoSX9+e+/cw7YQ7X8J0ZLgoGBZMMBxg0QLQdwapE4zGZwEOwXiRwDA4ljyYkzz5wxODjDINl4Jg4t/O3NDx/8qLCRk5+R/sBAosbOnu94j/GHDxV2sn04tDAwMzBgkzLAoXwUjIJRMApGAVEAAA+oV3v2jy/2AAAAAElFTkSuQmCC","orcid":"","institution":"Cleveland State University","correspondingAuthor":true,"prefix":"","firstName":"Cyleste","middleName":"C.","lastName":"Collins","suffix":""},{"id":488161447,"identity":"98793b96-63a1-42d4-b626-eb9f34616cf2","order_by":1,"name":"Jacqueline Dolata","email":"","orcid":"","institution":"The MetroHealth Campus of Case Western Reserve University","correspondingAuthor":false,"prefix":"","firstName":"Jacqueline","middleName":"","lastName":"Dolata","suffix":""},{"id":488161449,"identity":"1254418f-e12b-43cf-8e60-dbb177f32c24","order_by":2,"name":"Mona Shediac-Rizkallah","email":"","orcid":"","institution":"The MetroHealth Campus of Case Western Reserve University","correspondingAuthor":false,"prefix":"","firstName":"Mona","middleName":"","lastName":"Shediac-Rizkallah","suffix":""},{"id":488161452,"identity":"763f29d3-c71c-4ddf-ad05-70bb46e8dfbc","order_by":3,"name":"Ashwini R. 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Daryl Thornton","email":"","orcid":"","institution":"The MetroHealth Campus of Case Western Reserve University","correspondingAuthor":false,"prefix":"","firstName":"J.","middleName":"Daryl","lastName":"Thornton","suffix":""}],"badges":[],"createdAt":"2025-07-09 18:38:11","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7086698/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7086698/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s40900-025-00821-0","type":"published","date":"2026-01-10T15:59:12+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":100070098,"identity":"8a59c648-6372-47ae-8c14-1225df60823d","added_by":"auto","created_at":"2026-01-12 16:16:23","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":836280,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7086698/v1/d7152af9-fcd3-418a-837a-82095664e633.pdf"},{"id":87308319,"identity":"d6c7c1bb-ef92-4cb0-99b1-7b3d08c2119a","added_by":"auto","created_at":"2025-07-22 14:30:00","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":19911,"visible":true,"origin":"","legend":"","description":"","filename":"Table2and46.docx","url":"https://assets-eu.researchsquare.com/files/rs-7086698/v1/75fb5e020c288a77580663dc.docx"},{"id":87308320,"identity":"13ea9f46-b773-49cf-bc4f-1b12e1783f93","added_by":"auto","created_at":"2025-07-22 14:30:01","extension":"docx","order_by":2,"title":"","display":"","copyAsset":false,"role":"supplement","size":20528,"visible":true,"origin":"","legend":"","description":"","filename":"Appendix1.docx","url":"https://assets-eu.researchsquare.com/files/rs-7086698/v1/29998149682d3ad52020d5b9.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Community Perspectives on Partnering with Early-Stage Investigators in Pilot Research","fulltext":[{"header":"Plain English Summary","content":"\u003cp\u003eCommunity partners from a yearlong community-academic research partnership with early career academics completed surveys and participated in focus groups about their experiences. The qualitative findings indicated community partners\u0026rsquo; enthusiasm for how their research projects were applicable to their work, expressing that the data were transformative for informing programming, outreach, and policy decisions. However, the quantitative findings present a more complex picture, with nearly half of survey respondents reporting little to no change in their research interest or ability. This discrepancy could reflect differences in partners\u0026rsquo; prior experience with research, their organizations\u0026rsquo; capacity to integrate findings, the inherent challenges of translating research into practice, and/or the fact that their academic partners were early in their career. While some partners saw immediate benefits, others might have needed more structured support to fully engage. It is also important to note that we collected the qualitative early in the program (in the first two cohorts) and the quantitative at the end, so it might be that the early community partner cohorts were especially enthusiastic. It could also be that the transformative potential for the project was simply not realized across all projects. The findings suggest there may be a need for intentional capacity-building efforts within CAPs to ensure that research is not only relevant but also accessible and actionable for all stakeholders.\u003c/p\u003e\n"},{"header":"Introduction","content":"\u003cp\u003eCommunity-engaged research (CEnR) refers to a continuum in which, at one end, patient and public involvement (PPI)\u0026ndash;referred here to as the community and community organizations\u0026ndash;serves as either a setting or as participants for research while at the other, engaging as full partners in every research phase. CEnR seeks to ensure research and practice go hand-in-hand, and community-academic partnerships (CAPs) serve as important infrastructure for making that happen (Andress et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This study works to expand our understanding by exploring community partners\u0026rsquo; experiences in CAPs focused on reducing health disparities.\u003c/p\u003e\u003cp\u003eResearch has found that effective health equity partnerships attend to power issues (Ward et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), and that equity within the relationships are important for ensuring equity outside them. CAPs\u0026rsquo; challenges include sustaining research partnerships over time, adjusting plans, and timing (Ahmed et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Interpersonal and operational factors facilitate or hinder the collaborative process. Facilitators include partners\u0026rsquo; trusting and respecting one another and communicating clearly, and hindering factors include \u0026ldquo;excessive time commitment\u0026rdquo; and a lack of role clarity among partners (Drahota et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Recent work has developed useful frameworks outlining barriers to CEnR and actionable steps for addressing them (Hallmark et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Holding frequent meetings can encourage communication as can being clear about roles, time, and effort, while ensuring adequate representation addresses diversity.\u003c/p\u003e\u003cp\u003eThis study makes an important contribution by focusing on the community perspective within CAPs and providing recommendations for how programs can better support equitable and useful partnerships between early-stage academic investigators (ESIs) and community organizations. While past research has focused on experienced community partners\u0026rsquo; perspectives in a service learning context (Sandy \u0026amp; Holland, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2006\u003c/span\u003e), less is known about programs specifically focused on communities\u0026rsquo; perspectives in working with ESIs. Existing literature acknowledges that community partners\u0026rsquo; voices are underrepresented in academic discussions of partnerships (Sandy \u0026amp; Holland, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) and their expertise tends to be undervalued (London \u0026amp; Glass, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This study directly addresses this gap by centering CEnR-involved community members\u0026rsquo; experiences with ESIs.\u003c/p\u003e\u003cp\u003e\u003cb\u003eProgram Context\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe program was intended to support ESIs in developing partnerships with community organizations focused on eliminating health disparities. ESIs who partnered with community organizations were awarded \u003cspan\u003e$\u003c/span\u003e50,000 one-year pilot grants to explore a health disparity issue. The Center for Health Equity Engagement, Education, and Research (CHEEER), a center based in a safety-net hospital and Case Western Reserve University, both located in Cleveland, Ohio provided a supportive infrastructure. CHEEER staff were available for consultation both pre- and post-award, helped with budgets, grant proposals, and offered everyday technical assistance on project activities (e.g., helping with processing gift cards, locating transcriptionists, etc.) as needed. Additionally, the investigators and their partners attended a monthly community-based research network (CBRN; consisting primarily of community members) meeting in which they regularly discussed their projects with the group, including any challenges they were experiencing, and received advice from the group. At the end of the program, the investigators and their partners presented their findings at a Dissemination Day event.\u003c/p\u003e\u003cp\u003e\u003cb\u003eAim\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis study explores the experiences of community partners who collaborated with ESIs on a pilot CEnR project focused on health disparities.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cstrong\u003eDesign\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study employed a mixed methods exploratory sequential design. First, in the qualitative strand, in-depth focus groups were conducted to examine community partners\u0026rsquo; experiences with the program and the extent to which their experiences were similar or different (Morgan, 2019). For the quantitative strand, community partners completed a survey developed from the focus group feedback and program experiences over time.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipants \u0026amp; Recruitment\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe community partners worked at community-based organizations in the Cleveland area and were research partners with an ESI affiliated with Case Western Reserve University who had received a pilot grant from the National Institutes of Health (NIH) supporting ESIs in conducting CEnR on health disparities. A university-based institutional review board approved all human subject protocols. For the focus group, the pilot program director notified the community partners about the focus group over email. An outside evaluator contacted the potential focus group participants via email, including details about the group\u0026rsquo;s purpose, expected length, and date and time, and a link to an electronic informed consent. All invited participants completed the consent form and attended. The interviews were recorded with a digital recording device and were transcribed by a professional transcriptionist. Six community partners were interviewed. Five partners participated in the focus group in May 2020, and one was interviewed separately later that month due to a schedule conflict. The focus group was held on Zoom due to the COVID-19 pandemic and lasted about 1.5 hours. The individual interview was held over the phone and lasted just over 20 minutes. No participants received incentives for participating. All community partners were women, and each of the five ESIs had at least one community partner represented. The partners had engaged with their CAP for at least one year.\u003c/p\u003e\n\u003cp\u003eFor the survey, the pilot program director notified potential participants about the survey at a Community-Based Research Network (CBRN) meeting and then emailed the survey link to all community partners. Participants signed an informed consent document electronically and once consented, were linked to the survey. All participants completed the survey anonymously. Survey participant demographics can be found in Table 1.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e[INSERT Table 1 ABOUT HERE]\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMaterials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFocus Group/Interview Guide\u003c/strong\u003e. The interview guide was intended to learn about community partners\u0026rsquo; experiences with their project, partners, and how they would suggest improving the program. They identified the most memorable part of their experience in the project, the extent to which their experience in the program had affected them personally and/or professionally, to what extent their experience would make them more/less/equally likely to participate in a similar project again, and what they would tell someone about the program. Finally, they were asked how they would improve the program, and what their experiences had been like with program staff and support networks. The last question asked about any other experiences they wanted to share. See Appendix 1 for the full interview guide.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSurvey.\u003c/strong\u003e The survey was composed of 47 questions divided into four general areas: (1) Demographics (four questions); (2) Impact of participating (10 questions); (3) Experiences with the program (four questions); (4) Experiences with their academic investigator (six questions); (5) Experiences with disseminating the pilot study findings (14 questions); and (6) Experiences with the CBRN (nine questions).\u003c/p\u003e\n\u003cp\u003eThe four demographic questions asked participants to identify their age, education level, race and ethnicity, and gender identity. The 10 questions about the impact of participating in the program asked participants about the extent to which: their interest in research had increased; their ability to participate in research had increased; the partnership had changed processes at their organization and research findings had changed processes at their organization. These questions were evaluated on a 1\u0026ndash;5 Likert-type scale (1\u0026thinsp;=\u0026thinsp;A great deal; 2\u0026thinsp;=\u0026thinsp;A lot; 3\u0026thinsp;=\u0026thinsp;A moderate amount; 4\u0026thinsp;=\u0026thinsp;A little; 5\u0026thinsp;=\u0026thinsp;Not at all). Participants also indicated whether they had career advancements since being part of the project (1\u0026thinsp;=\u0026thinsp;Yes; 0\u0026thinsp;=\u0026thinsp;No) and the extent to which the advancements were related to the project (1\u0026thinsp;=\u0026thinsp;A great deal, 2\u0026thinsp;=\u0026thinsp;A lot, 3\u0026thinsp;=\u0026thinsp;A moderate amount; 4\u0026thinsp;=\u0026thinsp;A little; 5\u0026thinsp;=\u0026thinsp;Not at all), and whether they or their agency had been included in funded research since the pilot (Yes/No, plus description). This section also included questions about whether the community partner and partnered with any new academic investigators on research (1\u0026thinsp;=\u0026thinsp;Yes; 0\u0026thinsp;=\u0026thinsp;No) and the extent to which their network of people conducting community-based research has expanded (5\u0026thinsp;=\u0026thinsp;Strongly agree; 4\u0026thinsp;=\u0026thinsp;Somewhat agree; 3\u0026thinsp;=\u0026thinsp;Neither agree nor disagree; 2\u0026thinsp;=\u0026thinsp;Somewhat disagree; 1\u0026thinsp;=\u0026thinsp;Strongly disagree).\u003c/p\u003e\n\u003cp\u003eFour questions about experiences with the program were open-ended, asking participants to identify the best parts of participating in the program, their least favorite part(s) of participating, suggestions for improvement, and anything else they wanted to share.\u003c/p\u003e\n\u003cp\u003eThe set of six questions addressing experiences with their ESI began by asking about the overall strength of their relationship with their partner (5\u0026thinsp;=\u0026thinsp;Very strong; 4\u0026thinsp;=\u0026thinsp;Strong; 3\u0026thinsp;=\u0026thinsp;Neutral; 2\u0026thinsp;=\u0026thinsp;Weak; 1\u0026thinsp;=\u0026thinsp;Very weak); the extent to which they felt they/their organization was an equal partner in the research; the extent to which their ESI worked to share power during the pilot project (5\u0026thinsp;=\u0026thinsp;Strongly agree; 4\u0026thinsp;=\u0026thinsp;Somewhat agree; 3\u0026thinsp;=\u0026thinsp;Neither agree nor disagree; 2\u0026thinsp;=\u0026thinsp;Somewhat disagree; 1\u0026thinsp;=\u0026thinsp;Strongly disagree); whether they had continued to partner with their academic partner (1\u0026thinsp;=\u0026thinsp;Yes; 0\u0026thinsp;=\u0026thinsp;No), and why (open-ended for both yes and no responses); and an open-ended question asking what else they would like to share about working with their academic partner.\u003c/p\u003e\n\u003cp\u003eExperiences with disseminating the pilot study findings (five main questions, nine branching questions) included whether the findings were disseminated (3\u0026thinsp;=\u0026thinsp;Yes; 2\u0026thinsp;=\u0026thinsp;Not yet but there is a plan; 1\u0026thinsp;=\u0026thinsp;No and we do not plan to). A \u0026ldquo;no\u0026rdquo; response offered explanations including \u0026ldquo;The findings are not relevant to our organization\u0026rdquo;; \u0026ldquo;We don\u0026rsquo;t have time\u0026rdquo;; \u0026ldquo;We don\u0026rsquo;t have the expertise\u0026rdquo;; \u0026ldquo;The academic partner is not interested in that kind of dissemination\u0026rdquo;, and \u0026ldquo;Other\u0026rdquo;, with additional space to describe. With a \u0026ldquo;yes\u0026rdquo; response, participants were asked how dissemination was taking place (written form, e.g., newsletter or email update; in person or online/Zoom announcement/update at a meeting or event; Other (describe)). If a plan was indicated, participants were asked to describe the plan. Participants were also asked if the findings were published (2\u0026thinsp;=\u0026thinsp;Yes; 1\u0026thinsp;=\u0026thinsp;No, 0\u0026thinsp;=\u0026thinsp;I don\u0026rsquo;t know), and if they were, if the participant had been included as a co-author (2\u0026thinsp;=\u0026thinsp;Yes; 1\u0026thinsp;=\u0026thinsp;No, 0\u0026thinsp;=\u0026thinsp;I don\u0026rsquo;t know). If they were a co-author, they were asked their role in writing the manuscript (open-ended). Participants were also asked if they had ideas for dissemination that had not been actualized (1\u0026thinsp;=\u0026thinsp;Yes; 0\u0026thinsp;=\u0026thinsp;No), why they were unable to actualize those ideas (Lack of capacity in my organization; Lack of interest in my organization; Lack of funding; Other reason (describe)); if they had ideas about effective dissemination (1\u0026thinsp;=\u0026thinsp;Yes; 0\u0026thinsp;=\u0026thinsp;No), and what their ideas were (open-ended).\u003c/p\u003e\n\u003cp\u003eFinally, depending on their previous responses, community partners were asked between four and nine questions about their experiences with the CBRN, determined by branching logic in the survey. The first question asked, \u0026ldquo;Did you attend or try to attend the monthly CBRN meetings?\u0026rdquo; (1\u0026thinsp;=\u0026thinsp;Yes; 0\u0026thinsp;=\u0026thinsp;No). If the respondent answered yes, they were then prompted \u0026ldquo;If yes, how much do you feel the meetings\u0026rdquo; (all answered 1\u0026thinsp;=\u0026thinsp;A great deal; 2\u0026thinsp;=\u0026thinsp;A lot; 3\u0026thinsp;=\u0026thinsp;A moderate amount; 4\u0026thinsp;=\u0026thinsp;A little; 5\u0026thinsp;=\u0026thinsp;Not at all): \u0026ldquo;Helped me feel connected to the pilot project\u0026rdquo;; \u0026ldquo;Helped keep me informed of other research happening in Northeast Ohio (NEO)\u0026rdquo;; \u0026ldquo;Speakers topics were of interest/relevance to me and my work\u0026rdquo;; \u0026ldquo;Helped expand my network; Increased my knowledge about community research in Greater Cleveland/NEO\u0026rdquo;; \u0026ldquo;Exposed me to potential funding opportunities\u0026rdquo;. If the respondent did not attend the CBRN meetings, they were asked why not and were directed to select all that apply. Options included: \u0026ldquo;Time did not work for my schedule\u0026rdquo;; \u0026ldquo;Topic areas/speakers not of interest\u0026rdquo;; \u0026ldquo;Not a valuable use of my time\u0026rdquo;; \u0026ldquo;What else? Please specify.\u0026rdquo; The last two questions were open-ended and asked what suggestions they would \u0026ldquo;make to help the CBRN meetings be more relevant and/or engaging for community members\u0026rdquo; and \u0026ldquo;What else would you like to share about your experience with the pilot program, partnership, and/or CBRN?\u0026rdquo;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAnalysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eQualitative: Procedures to Establish Qualitative Data Trustworthiness.\u003c/strong\u003e Analysis of the focus group data employed thematic analysis (Braun \u0026amp; Clarke, 2006) and was approached iteratively. In the first step, one analyst compiled the findings from the focus group transcripts and wrote separate reports for each group of interviewees to provide immediate feedback to the project team about program implementation and potential improvements. Next, the interview transcripts were analyzed line-by-line. The primary analyst began by highlighting significant excerpts and then coding the data with an initial word or phrase. Once the transcripts were coded, the codes were examined and compiled to determine the themes.\u003c/p\u003e\n\u003cp\u003eWe employed several efforts to establish data trustworthiness, including establishing credibility through prolonged engagement and persistent observation, and data and analyst triangulation. We maintained an audit trail to establish confirmability. Prolonged engagement and persistent observation were demonstrated by four analysts being engaged with similar CEnR projects for many years before this study. We had also conducted a study of ESIs\u0026rsquo; experiences (C. Collins et al., 2025; C. C. Collins et al., 2025), so examining community partners\u0026rsquo; experiences alongside ESIs\u0026rsquo; experiences helped us triangulate data sources and gather a more complete understanding of project experiences that would not be possible by gathering information from only one group. Analyst triangulation involved having multiple analysts analyze quotes and code them simultaneously to avoid bias. One analyst compiled all analysts\u0026rsquo; feedback and returned it to the team for verification and discussion.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSurvey Data.\u003c/strong\u003e Given the small sample size (N\u0026thinsp;=\u0026thinsp;12), the analysis was limited to descriptive statistics. Survey responses were compiled in Microsoft Excel, and frequencies and percentages were calculated for each item to summarize participant responses.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eIntegrating our qualitative and quantitative data, we identified three themes that represented community partners\u0026rsquo; experiences. Theme 1, \u0026ldquo;The Project Had a Transformative Impact on Practice\u0026rdquo; highlights how community partners felt that the research was beneficial to their everyday practice, and their hope to sustain the project\u0026rsquo;s impact. Theme 2, \u0026ldquo;Partner Relationships Supported the Collaboration\u0026rdquo; encompassed three subthemes. The first, \u0026ldquo;ESIs Brought Unique Perspectives\u0026rdquo; emphasizes how community partners valued their academic partners\u0026rsquo; point of view, while the second subtheme, \u0026ldquo;Trust was Built Through Communication, Engagement, and Inclusivity\u0026rdquo; highlighted the processes by which community partners came to trust their academic partners, and the third, \u0026ldquo;Reciprocal Relationships,\u0026rdquo; reflected the mutual nature of the CAPs. The final theme, \u0026ldquo;CBRN Meetings Bridged Academics and Communities\u0026rdquo; reflects how a regular, structured gathering encouraged the partners to keep up-to-date, share knowledge and expertise, and strengthened the connections between academic and community partners.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 1: The Project had a Transformative Impact on Practice.\u003c/strong\u003e Theme 1 emphasizes how the research projects affected practice, with partners describing the impact as \u0026ldquo;transformative.\u0026rdquo; Community partners were very enthusiastic about applying the research findings to their programming and informing their everyday work. Partners described the data as \u0026ldquo;monumental\u0026rdquo;, \u0026ldquo;game-changing,\u0026rdquo; \u0026ldquo;invaluable for everything we do programmatically\u0026rdquo;, \u0026ldquo;impressive\u0026rdquo; and \u0026ldquo;quite a bit more than I had initially anticipated.\u0026rdquo; Partners contrasted the projects with \u0026ldquo;typical\u0026rdquo; academic research that doesn\u0026rsquo;t benefit \u0026ldquo;the average person,\u0026rdquo; acknowledging the historical context of health disparities and the need to ensure research findings will benefit people. Partners said that acting on the data would help them create new strategies to better serve their populations. One said, \u0026ldquo;I\u0026rsquo;ve been in this field for 25 years and having finally an intervention, \u0026hellip; a framework, for how to talk to [population], how to support them \u0026hellip;that\u0026rsquo;s been critical.\u0026rdquo; Another said the project broke new ground, helping them better serve their population.\u003c/p\u003e\n\u003cp\u003eCommunity partners were enthusiastic and eager to explore next steps and learn how they could sustain the learning beyond the immediate project. They said they wanted to develop practical, responsive programming with accessible, client-centered materials and long-term support\u0026ndash;especially for organizations with less academic/research backgrounds. One partner said, \u0026ldquo;The community is not interested in academic language, so how do we tell them that \u0026lsquo;This is really important information that matters to you?\u0026rsquo;\u0026rdquo; The partners also wanted advocacy strategies to allow them to meet funders\u0026rsquo; requirements, demonstrate accountability, and show funders that research evidence is shaping their practice, hoping that would help them sustain the research project\u0026rsquo;s gains. However, they also said funders often put up barriers when organizations were not equipped to conduct research. One partner said they were frustrated with funders\u0026rsquo; insistence on evidence-based programs, which they said hampered innovation. They emphasized the need to collaborate with research professionals so they could stay focused on their everyday practice while still benefiting from research.\u003c/p\u003e\n\u003cp\u003eWhile the qualitative data clearly expressed partners\u0026rsquo; enthusiasm for the impact the project had on their organization, the survey findings showed more mixed findings. Close to half (46%) of respondents reported their partnerships with the academic partner changed their organization\u0026rsquo;s processes moderately or a lot, and more than half (56%) reported that the organization\u0026rsquo;s processes were changed a little or not at all. Less than half (46%) of respondents reported increased interest in engaging research, and over one-third (38%) reported only a little or no increase. A little over one-third (38%) reported improvement in their ability to engage in research. Less than half of respondents reported career advancements since the pilot project and did not attribute those advancements strongly to being part of the pilot project. Less than half of respondents reported being written into funded research projects, but more than two-thirds reported having partnered with new academic researchers. About 62% of community partners reported their network of community-based researchers had expanded (see Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003e[INSERT Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e ABOUT HERE]\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 2: Partner Relationships Supported the Collaboration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe research/practice bridge was possible because the CAPs were grounded in strong communication and mutual respect. Theme 2 illustrates community partners\u0026rsquo; appreciation of how combining expertise enhanced both research and practice, and both qualitative and quantitative data supported this. On the surveys, more than half said they are partnering with their academic partner again (see Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e). When asked why they would partner again, respondents noted several reasons. One emphasized the strong relationship they had developed through a previous project, noting that their academic partner was consistently available. Another respondent said that they and their academic partners shared an interest in helping the client population. The prospect of engaging in new, interesting projects was also a motivating factor. Some praised their academic partner\u0026rsquo;s personal qualities, describing their partners as \u0026quot;amazing,\u0026quot; \u0026quot;talented,\u0026quot; and \u0026quot;skilled,\u0026quot; and noting their partner\u0026rsquo;s \u0026ldquo;cultural sensitivity and respect\u0026rdquo; for the study participants. For those who did not want to partner with their academic investigator again, community partners cited several reasons included being \u0026quot;busy,\u0026quot; and \u0026quot;burnt out\u0026quot; from the amount of work involved, and another had left the agency. Others indicated that they were focused on other projects and/or that there was no other research that aligned with the specific population they serve, making a continued partnership unnecessary.\u003c/p\u003e\n\u003cp\u003e[INSERT Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e ABOUT HERE]\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.1. ESIs Brought Unique Perspectives.\u003c/strong\u003e This subtheme captured community partners\u0026rsquo; appreciation for the unique ways their academic partners approached their work which helped them expand their perspectives and helping them grow. The community partners said that the academic partner\u0026rsquo;s research lens was a valuable tool that had helped the agency \u0026ldquo;focus when we get off track.\u0026rdquo; Academic partners were described as \u0026ldquo;very well-respected, strong\u0026rdquo; and brought an \u0026ldquo;overarching framework that supports us implementing a strong intervention.\u0026rdquo;\u003c/p\u003e\n\u003cp\u003eCommunity partners also said without the academic partner\u0026rsquo;s perspective, they might not have uncovered unintentional harms staff were causing their agency\u0026rsquo;s population, a finding that was actively used to improve services. The academic partner, some said, connected better with their clients, elicited valuable feedback, and ensured inclusivity. Other partners said the researcher\u0026rsquo;s ability to engage her agency\u0026rsquo;s clients made the clients \u0026ldquo;truly feel that they can share without having some sort of repercussion\u0026rdquo; and increased the value of the findings. The community partners also had advice for future community partners considering partnering with academics. They emphasized the importance of intentionally partnering with an academic who understands the agency\u0026rsquo;s specific needs and context, the importance of the researcher aligning with their goals, values, and knowing what the agency is looking for. One community partner said it was important to partner with an academic who could \u0026ldquo;really push us to think in the right direction\u0026rdquo; and said it was ideal if the academic partner had lived experience with their client population\u0026rsquo;s issues \u0026ldquo;so that they are already familiar with some of the disparities, have a good understanding of the culture, are already immersed.\u0026rdquo; The partner added, \u0026ldquo;There were definitely some things that I think [we] would\u0026rsquo;ve missed, if we didn\u0026rsquo;t have that.\u0026rdquo; The partners argued that such partnerships could also support diversity among academic investigators.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2. Trust was Built Through Communication, Engagement \u0026amp; Inclusivity.\u003c/strong\u003e Community partners said they came to trust their academic partners through intentional and regular communication, and engagement that demonstrated inclusivity and power-sharing. Trust was built and reinforced through consistent communication. While some partners had established trust through prior relationships, for others, trust was built through regular interactions. Community partners said that when partners checked in regularly (at least monthly) to give updates and share preliminary data, they felt respected, valued, connected, and like their agency\u0026rsquo;s concerns were being addressed. Survey feedback highlighted academic partner flexibility open communication, and being \u0026ldquo;accommodating.\u0026rdquo; Community partners overall said their partners \u0026ldquo;totally delivered\u0026rdquo;. Appreciation for communication extended to community partners\u0026rsquo; experiences with program staff, whom they praised for their support, knowledge, responsiveness, and willingness to help. One partner said, \u0026ldquo;I cannot speak more highly of all of the staff\u0026rdquo; noting how knowledgeable and willing to help they were. Partners described the staff as fun, respectful, said they felt heard, comfortable, and supported by them, specifically noting prompt email responses, and explaining things \u0026ldquo;in a manner in which we could totally understand.\u0026rdquo; Community partners also said the staff made research accessible and engaging, creating a positive and open environment, and staff transitions were smooth.\u003c/p\u003e\n\u003cp\u003eCommunity partners also talked about how their academic partners demonstrated inclusivity both to their agency staff and clients. One partner had been involved in two different projects and said the project in which they were more deeply engaged at every stage was \u0026ldquo;far more successful\u0026rdquo; than the other. They said the ESI was \u0026ldquo;really intentional in making sure that we were involved every step of the way,\u0026rdquo; ensuring equity in resource sharing. Another said it was \u0026ldquo;refreshing to see that somebody coming with a lot of privilege\u0026rdquo; from an academic background that not only kept them informed but also educated and included. Inclusivity extended to their community\u0026rsquo;s voices. One partner described the research as \u0026ldquo;life-changing in so many ways.\u0026rdquo;\u003c/p\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003eFor somebody who\u0026rsquo;s felt marginalized \u0026hellip; and not felt affirmed \u0026hellip; to have the data \u0026hellip; and it\u0026rsquo;s done in such a caring, compassionate way.\u0026hellip;It\u0026rsquo;s for our community, by our community. Huge.\u0026hellip; I don\u0026rsquo;t have the words to describe it any other way.\u003c/p\u003e\n\u003c/div\u003e\n\u003cp\u003eThis quote reflects both the partner\u0026rsquo;s beliefs about the work\u0026rsquo;s importance and how the work was done regarding including and engaging with the client community. Involving community organization staff and clients in data collection, interpretation, and dissemination helped ensure the data were used to drive positive change. One long-serving partner even said their partner\u0026rsquo;s inclusive approach showed them a \u0026ldquo;gold standard\u0026rdquo; for working with research partners.\u003c/p\u003e\n\u003cp\u003eCommunity partners\u0026rsquo; experiences with dissemination varied (see Table \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e). Among the five survey respondents who indicated the findings had been published, four reported they were co-authors, but only three said they had provided \u0026ldquo;feedback on drafts and clarification for reviewer comments,\u0026rdquo; information/data, helped with interpretation with their agency\u0026rsquo;s lens, and reviewed the manuscript for accuracy. Others helped develop metrics and/or were tuned in to high level aspects of the projects. Community partners who had co-presented findings helped both partners consider the work\u0026rsquo;s practical implications. While some partners preferred to be \u0026ldquo;more hands-off\u0026rsquo;, all focus group participants said they felt comfortable with, trusted, and supported by their ESI and would collaborate with them again.\u003c/p\u003e\n\u003cp\u003e[INSERT Table \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e ABOUT HERE]\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.3. Reciprocal Relationships.\u003c/strong\u003e Beyond simple communication and inclusive engagement, community partners recognized and valued the reciprocal contributions which supported their relationship. One said, \u0026ldquo;There were some things that I think we helped [academic partner] with, and there were definitely some things that [academic partner] helped us with.\u0026rdquo; A survey respondent wrote, \u0026ldquo;It was a trip for me to be a mentor to an academic.\u0026rdquo; One partner described bringing her academic partner to a state lobby day to findings with legislators, saying it was \u0026ldquo;the first time they\u0026rsquo;d ever done any sort of direct lobbying, or any advocacy work or anything like that.\u0026rdquo; The partner said the academic partner \u0026ldquo;was blown away just by the experience\u0026rdquo; of potentially influencing legislation, an action the community partner saw as a natural next step.\u003c/p\u003e\n\u003cp\u003eSurvey respondents shared both positive experiences and challenges in their collaboration with their ESIs. Several respondents expressed overall satisfaction and valued the collaboration, noting they enjoyed the creative process. While half of the respondents indicated no areas of improvement were needed, the other half had specific suggestions. Community partners noted the need for guidance on writing findings and identifying reputable sources for publication, as well as the need for addressing power dynamics and reconciling differing dissemination expectations, particularly when \u0026ldquo;momentum waned\u0026rdquo; and the ESI moved on to new projects. One respondent suggested a guide could help balance the workload, while another wished for better negotiating skills to manage responsibilities. Other suggestions included holding in-person meetings more often, continuing efforts \u0026ldquo;to make the community aware of opportunities\u0026rdquo;, establishing \u0026ldquo;more concrete expectations\u0026rdquo; about the community partners\u0026rsquo; required level of involvement and time, and the need for clear communication, and \u0026ldquo;No matter what, give the credit to the organization and also the person who helped you reach the community you didn\u0026rsquo;t have access to.\u0026rdquo; They also noted the need to co-develop \u0026ldquo;positive narratives that highlight the power people hold.\u0026rdquo; A summary of open-ended comments referring to the best and least favorite parts of the program are displayed in Table \u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cimg 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\"\u003e\u003c/p\u003e\n\u003cp\u003e\u003cimg 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qfO1LD34KOZFbuZ8kcR27hPuCWTj4n02VGbdO7NY1b2ie2Nam3Itr/KZNKu8Zd+/Q2XZ18Si16y5hPBCRR9sbW3xYkbj+8Hu7m4dtre314SsloODg7p8HMewsbFR+7e3t2t/Vy6yHhm1K64Eeir+y5cvTWg786ZfFvF8LUMPXaPznvsxoHbt+xqmTSWTY9yQmXXvDAWuf+mpZ9fQWfb9O1SG8vw0JtLLyB3/zbHlRnVhNyE/YOuN6mFabxlyEf/JseVJ9cBpfD9gQ+LKwGt864natQ32uKseOI1vNvOmXxal87Uo/MerkQ82q66Mj/p42TBCeNFEHap7vTnqD+5p7vubN2/Wftq3tEn4kJh175Tg+bbq5xebkefn6RChXTQSvoz7dx0YyvPTmMjCxh0398uXLyfb29v1Aylz7969+vf58+f1rzGrgmuztPfgsmGKBqPnIsGo5R+ZZaLNsccM/xjwfDNlZNgZY4bFwsadHvA3btyofzMYfIyUffjw4WRdgpyQX+uB2tLRWePX+gPFRb/iVwkPOJWN7lF/jZ4oLK5XiWuV4iiLwlQP4nKaErEdvn792oS2Myt9rFcsW+cBR+cX21trbmK8wB/LRI7Sx3TAdaV0ud5t10cEeRqhZRPnvE4oyuA4Es9LrFsmnlOOKZP0jFQDcer8SBPrrvrq3Ma0QFryxLbOHWnMK0ce0mHUMvJDWK5DPK/In4bS4WL5HNOuQDsTXwIdSRvbm7rjstzYPtRDKExtFpEc5VW+2G5teUVOKxnoHOuo61BlRWL9cLE8xYHi4zUdyydfPl8Qz3WE8CiLY9oztiXll6CeSoMO5JNfOihM5yiWR37+icH4JU1uY8lXe5bQ+aN8pZd8fvErPp8nlZd1zMR64XJ7xHaIMvI5zfJjG8/z/CxdD5IddYkQn9sxyp/WxuaS8mN29vxovQFrWdqoHoy1ExzHdSSsU9BaBeTFNVEck554ysHFdT0KlzytqRGEx3hAXt9r7oiLdcx6QSyTtFEeaWO9iI9tSt4Yn+uJP5bPMfFq18ys9JQX9SNe+qOH0hEuPdXWUYbKIBwXy1R6nNpJYUqndlTZbddHCeWN5wDdozx+c7tLf+VvO+9ZR5VDevyCdPhjGFBu1I142lLnFqcyJFO65XpznK+PGA+SqfoQr3NXgrTST3WMba9zJZ0yauuYT2HSNderJBMdYzsJpY3ygbyx7rkMta9AF+UnDXFqo6xPPDeCtLE8pSGvyo55JFN1onzJj+dEusS0HEu33Jby4ySDeuGX/Azxse2kryCfZOXygOOYX3VTmaqD9I/EtEofw5SHNoll5OuWfDE+InmkAdLFcxVlKa3K5VhtrXaRHPJkObkc5QXiFUY6OYhhys9xPoexPMLieYjpjYGfd/E50Q0x7cLioowXJmlj+ngTxAdUdFz0OI5182V0E+BEvmFBN9o8ICPqmcm6ya9y8Cs/v7E9IOtJfGyjfDMTR3oR84IeGJRbYlZ6jrOTzugRdRGETbsOkJHbMNdb/qh3rOu06yNDGHGxnuSP5x7ZqpfKzq7tWiGuVF+1ZSSfT+mWndo16gW5XabVA7IfyB/bP8uIkF+6iHyNlM5VZpaeJRk5T5uOUMpPGYRlp7orPhPPv9JOky+oT2xXoA5qP7WbQBZ+ZENMG8npgLIoX+S8HOf2QkbME8m6ya/68JvPzbTySu0V5WW6pM9lSEdB3WL+NpBDPl1/yMn3SAmd76gnx/G8SKcYn10sF78gD/5p55n6K7/Sd6mzubwsPC179erV+nd/f7/+zTCUXl2Ek7t37zYhP9bhxbVQcUibdULVRc6Vf8qV1vMJDU9vbm5e2MJW9KseHpM3b97U/rdv39a6aL0Ofi08Lw3hqx2/fftW/84DbTwPs9IrPp8DreHa2dmpp2M0JaD0y1rjdf369ebofNdHV2h7zmGW/eLFiybFaaqHb30dn2dahGnn6mF9pqyuLyQ8evTo1Fow7r94jy3K0dFRc/STa9eu1b/LXmvH9UXduK6YeuO+ngd059zktmXhewlNDT579qxONy883zJcj13vh7b7qS+4ztpQm2iqkmdTZUhMXr9+Xfs/fvzYy73VJ+hMnTR1zPmepqOmd2lnrgtReg5HNO0KPHPEos/PRbkMa13N4ixs3HFT8TDg4VS66DFq4MmTJ/UvkIdOlJuHh4peugA6yU+fPjW+2ZCfjoCbp+3hvSpih8sDJz844wOIDqHUXupAz8O8hmFbeumZ19AI3oqjvdWpqfPg3JWMgkXhIcz1AvNeH/NA28/zIgRvXtIOGPG0RVxXMwuM+bZroAtcW7SJDAI6jjYj9Ly0tYX+EVkWXF/UjZew+Gdp3vua9b9t/2yWYF0d53CRN30xgjJdDf62+6kvkBv/QcrImON+J93Dhw9Pnudta6kvGgxx/rGaZfzTx3Bv0L60c4S6qs0zyNW6Ve7zEud9fi6K7j8beWYavXwKhU6FB1J+KHFjcYPw4IyGDWAIvXr16sx/hoTrphXImdUJKr70kF0V6oQYSZQxy4OT/xgjeljEkRaMYDq0+ACSoUTdMBp54JYMCNqPvFrID/rPm3OS265LevTWYnKhRb/oQBrkxIejjFsZs9Dl3JU4PDysf8nL9aA2PO/1QZpZ0PbUP7ex6p1R5815bxsxbitX5yCPtrWVlUEubUGnhZs2KtCl7hldv7EtMLS4LuL9uiw0ence+GeReyXWm+slXpcZjeJM65Db2pHRoHzd48/3fRtt99N5ie2GzlzT0wxkGXP800Q63Qdcm7du3WpSTQf9p7Vv36AnOvKMmlY3iG0ajX7li9c49YjnWQZU/Idy0efnoqj8Zck3I6HqGHqDNQKIjG4axFedYuP7SZaDn/UIMSzmq26ok/Dqpjo5/u9//3tyjENGTlvd+Cf+ElkX8k+juulOrUmR3pSTiXJjHqB+iqNMdFWarJMotUOpXDErPeUpHkddgPJjXoVD1BtH2tjGCoN8TiUnh+c65PpLXgnpmXWmbvFawYkYFsMzbfljfXNdyBOJOuHIm+XmNkVmTiNXatv/+7//O5Mmt0WJfN6i7rn8koxZ7V2qV4Q8+dxHpuXP7S798rWTw0gXrxlQHOWV8kMOly45POssmbGtyJv1z/loS3SVX/XjN7dzF0in+oJ0ipTKU/1IW6pb9Ef50CV9voYipM8yS0SZsW1EjI91jvWN+XRuo26Kj9drzI8jn9pLblYbIDeW3aYfbtq9Yi4fV/hTXRiXHv7rZE3cKkYljFkURhdK00Vt4esIIxF9TzWPHUaheIZdhnbjWmeU1s9sY87Sy7TsOsMQOmuWhrhw2JgSTB0yNZ2ZNqW4bvDP1rwvUpjLBVOsfmYbU8Yjd8asIYxaZANva2tr8Nt/TYN/tDY2fqzb3d7e9qjdnLAG9Euzvmzdr4U2GJnUiz7uuoxpx8adMcYYY8yIuPTTssYYY4wxY8LGnTHGGGPMiLBxZ4wxxhgzImzcGWOMMcaMiF6MOz7BwOdEhvgpBvSKXxw3xhhjjBkzflvWGGOMMWZEjGpalg+fLnN/w2XL7wu+F+Z9Bo0xxpjLyaiMu7iR8zJYtvy+sGFnjDHGXF56Me4YzWJtGyNGoDV4+PlqOsf8gtLKCfk1MtaWDhRGORgy2kIMMMB0rPA42pblymm9oPSVQ0abfGA9X04viEMeOhJXMrpiW0mG2kooXE4oT9SBvHzB/eXLl7Uf+aozKB1feo9kGUL6KT7rJlRHudjmykuZHMc2MsYYY0zPsOZuEfb29lizV7svX758Pzg4OPErDMcxacXGxkadVigdkG57e7s+Bo5Jr2Pl29raOpUulqEyY5h0U/7d3d3ar3LxqxzguE0+kB4dBGklT7JznkhuK5DeKpffWAZxyI71i/EQ24WylQ4HpXbACfLjon6xHTJKp3YkrdqRMOmX0xljjDGmfxY27kAGhDrtUieOPxtG0aCIcRgDpM8OedFwyJAmyiF9DJOeQvEyciKE46JRE2VBKW80CKlfm66i1FbkIywiXXFqtzb9o3EHs+qNjpIdHZT0m4bOXTTu8Md2M8YYY8zyuLA1d/fu3Tu18fnXr1+bo8nk8+fPk8qowLo45X755ZfJkydP6s2xNf2n6dQu3L9/v/7VlOHh4WH9+9tvv9W/ILmUVxkqTehZ2qYWmbZcdNrx+vXrzdHPqde7d+/WOlVGUxPTH7QnLrY1bh6YckXPnZ2dSWV8NqGT+pxVhubJdHaeDjbGGGNMv1yYcUenj/HEGiyMLYw9gYH06dOnxnca8kXj4/bt23MZU3t7eyeGBr8YkQLDA0NkHsOmpCc6LgKGrow4jDqMJQzeZUFZMnTPA+cQ/Wi3aCiLFy9e1HHUg/WAfuHDGGOMWR4X+rbso0ePJq9evZp8/PjxlEFEOKN6cVROC/ExDBTeZoRhLJYMPsJev35d55PLxkjMhyFSQiN/GIJRT/KSh9HFeXn79m1zNKllPnv2rPFNJkdHR/Uv8hlh6wrp44sNbTx+/Lg2dGPd5zXAol77+/vN0Q8dNFr3559/nhrVM8YYY8wSqAychdB6Lrn//Oc/p/w5XuvFhNJkSFfKx29ckxfzKpz1ZpWxcZJG6bR+LDutD8vxyOEXuRDlC6WRo9xSeBsqM6aPbRTbDz2lA8cKx8V2UNuRJrdjlCc/ZH0Jz2nRtY2YLsqiPaJfbW2MMcaY5XCpdqhgFInpR629Exp5K00pLhvKZmqZka9Fp3ONMcYYY0b1EeNZsH6tBFOgF2HYGWOMMcb0zaUbudsovG16UaNmrIdjrZvg5Q4bmcYYY4xZhEtl3BljjDHGjJ1LNS1rjDHGGDN2bNwZY4wxxowIG3fGGGOMMSNisMYdLxuwi0R0ET5qrHBvaWWMMcasL7nPp48fKujKTlolsEfa4iJsFBDrKxc3E1iEwRp3fIuOt1hha2ur3k0iot0Otre3J+/evWtCjTHGGLNusFMV/bwcffxQiV+5EBhlGGdtO1tlbty4caq+2Dt8zaOvL3cMelqWSmLATWss9i0dAvyXEbdLM8YYY8xsGAl7+PBh4xs2jLhhl2SwVzDSGHCaBbZCNl7ZYIGtQPti8Gvu7t27V/9y8ocKFjv7wRpjjDFmPnZ2duqdmhj5GjIYZZubm43v/JS+Z8u+97du3Wp8izN44w5rmGlZKh6hkUsNwVy35q7jnD3z4FjcMV5Oa/Y0rIorzXvHeMrXaJ0+jMzFqbn2XJ6M07yugPxCcaD4vJ6wbZ7eGGOMWUc+fPhwMupFfzbU9XbsZpW3L+0DbIvPnz/3u4lB1aCDRxvYx43r2Yw+w6b0bFQP/JKHvNpsH6d4kNwIcmOaCHIUR1lsyg8qS/pNK498Qpv6ky9v0g+EKx6UXlBOlGeMMcasM+oL2/rhiyLaHPTFbX0v6ebtl6mz7Im+GPzIHWApV401efPmTe3HymUxYoQRsOpiqNNh+fMLLNLkhQtG//ivIC5WlNz8X8K0BY2MnAFWdtuCz7byGHrG8hfkJ53+G6hOcB1enZf69+rVq/WvODo6qtOLR48enbx0Yowxxqw79IX0c6xBGwrYF31Mx7bR95QsrIVxByw0fPnyZW3YvX379kxDfPv2rb4gMIyim/XCBYaV1svNWtSJccbLHZoKLU3dTqNkiGH8YSh2Ad0oX+ViuEZjzxhjjFl37ty50xwNAwaWeENWfT82A/05x4u+D7CUKdmKtTHu9GIFht3+/v6Zhrh27VrnV5AjcfQOY2laAxOHwSgjTaOD80AZmS7fxAHKZzRQo5MYu/4MjDHGmDFBH3/z5s3Gd/EwSBQHjXZ3d+t+mGNsiEVghPLu3buNrz/WxrjTixVYzCWrHsOHxi69gDALjd7lqd4MsrGy0aVtOnTaQlAuCAyyaOnjZ0SwC+TL38YxxhhjxgJ9KH38tOVRY4Ip2aV8BqYyENYGvWBQGVZNyFmIjw4qo+/EXxmIdViGNLPQIkrJ0osOoPCcJpdHvOJw+WUJufyChRZcxjC5uNDTGGOMWRdyX0c/N3TUz2diPXDZRsh5sGVKcvrgCn8qJS49jPAN5YPIbTByx1B1/o+G/3SG/DVvY4wxxqyOtZmWXSYYR0P/OjbTwW1bnvAWrTHGGGMMXFrjjleb9eYLTHuRYggwWsenUjaalynkWIg59BFHY4wxxqwOT8saY4wxxowIT8saY4wxxowIG3fGGGOMMSPCxp0xxhhjzIiwcWeMMcYYMyIGb9zxbTe9GapturrsOmGMMcaY9SD29bhpuz1dNOjatm0oO1l12VIUOybWV057xy/KoI07PlfCt90ODg7qrbY+fPjQa+WNMcYYc/Gw7zr9vNyQP8zf9s1Z7JOue9znrUTZ0pRPnfW17dqgjbs3b97U+8nqG3RUmkbI5P1kjTHGGLMeMBI29I0EBCNuu7u7je8nsk+2t7ebkHYYuMrG6+Hh4eTx48eNb3EGbdxh2WIF0xCRd+/eNUc/dpf4/Plz4zPGGGPMOrGzszO5fft2PfI1ZLBFNjc3G9/5KW2a8Pr168mtW7ca3+IM2riTZctJL81hY0E/ffq0Hs7kotAcvY75xWkaN89xR4hjBDDuXJHn/NEh5sd51NAYY4w5Pyy50qhXqe8dCs+ePZvcv3+/8fUHNgqDVH3ulDX4Fyo44UzNyoCLxhTbbjE8yjw16TAGSQOvXr2qw3AMl2K8gcKQqbTEvXz5sh4l5OQRj1wMR6FFksoPXIhxFNEYY4wx86F1ZvTpbLNJ3zu0tfXYCcvq7/uekoXBG3dAg8qgwgCb9iaK0mGkCS4SjLcnT540IT+ndvkPgQsKQw2DT+HXr1+vfwVW9Z07dxrfD8NuaBefMcYYs84wMkZfjMEzFPqajm2j7ylZGLRxh+EVDSiNqDGKl9fhTeP4+Lg5Og0jfkdHR41vOljVjAYKhpGjsWeMMcaYxRla38rLnbwhy2wfLi4H42WQRVjGlCwMfuQuW+9ah/ft27f6dx5K/wnw0kYXVK5OLqOH+W0XY4wxxizG/v7+5ObNm43v4mF2T0uyNMik5WCLrsHDLrl7927j64/BG3dYy3GUTgstSw3atggTi5hhXmRpJBCZWN5dDTTm2xk61cn1WjtjjDGmX+jHGbnr63tvQwe7YhmfgVmLFypYPxeHQwkTzFNrePT//b//V/8Chlw09jDGMPCwtknDG7iSw8sSeqGCETny6SOFpMUgxOlV7egWHZI1xhhjLit5ZwpY11kx9MeWkE0SB6awLfL7AsuakoUrlYHz01IyrWDwlS64tnBjjDHGmItgLd6WvWj4zyK+TCEIz2/VGmOMMcZcJDbuOsD6PhY8xqFjHHvhLeODhsYYY4wx58XTssYYY4wxI8Ijd8YYY4wxI8LGnTHGGGPMiLBxZ4wxxhgzIgZr3PHtOb24UNpLNr7YQNohwGdR0McYY4wx80H/yYYBQyXaJbPsDr5hp7S4ebZM7YPBGnd8dJh3Pdignw8C5hNOHFuAHBwcDGK3CAw7PrBsjDHGmO7oQ8ZDBhuEDw5je+DYQWOaIcoXNpQWW4VNEFbJWkzLYuDx1edl7gaBlb3Ifwx8yJgTaIwxxpju8EkxjCB2kBoqHz58mDx+/LjxTSabm5u13VBCO0+Ie/fu1b9t6ZfBWhh3T548ObM3bN8MeSjYGGOMMRcHy8P29/cb3w/a9r/N4cfHx/Ug1Sr3y12bFyo09cpQ5zQ4AZrjZqo0hsmA4xe/1vLxy76yjA4Sztw4TjJiWuWVW+ZoojHGGGMunp2dndpOwAZgkIkN/1+8eNHEtkNa9sfvkrZP1sa4A9bXldbfCQwwhk4Z3iUda+AwvhgeZeRP0MhxClXxWNbkBc2PHx0d1WGkweDTpsCEkZ4Tbowxxpjxwub+e3t7tQ3AIFOXtf4MDjHVjFHIYNAqWSvjjsbFKCutv8PwwuiiIWlEzd2zRdi8UA6GJDAlLAjHqGNolTdl0MMYY4wx44fROuwMXBdjjbX4GggCzSaugrUy7oDG0vo7RtXEt2/f6nAaMrq+h0L1KjQjdn6BwhhjjBk/zBjeuXOnHtzBtsDe0HKtWWCHxNnDVbB2xh1oODSOnF27dq0e+lwmWN16FZpRPGOMMcaMH+yN69evN74fBhsjeF1f8sQojPmXzVoad6BpU4GxxVRs/rBgXJ8XTwLr8Tgx2fImzbSXJMgj8pszxhhjjBkfjLzFNfaHh4e1zdHlDViWjfE+AJ98WRnfB0plRPFmw4nb3t5uYn6yu7v7vTLyGt8PYh6cIF0MJ291YprYH7IIJ2xvb+9U2lhGDEcnHSu/nDHGGGNmk/vnofah2AfSL9oPgF9h2YaoDMM6fJVc4U9VuDHGGGOMGQFrOy1rjDHGGGPOYuPOGGOMMWZE2LgzxhhjjBkRNu6MMcYYY0aEjTtjjDHGmBFh484YY4wxZkQM1rjjo39s8yXHx4j5uHAMix8s1rZguGkfIe5CVxnsWPE///M/J+Xi8keUo16r3FduFfAB6LHVyRhjzMVAPxk3HhgasT/PfX2GDRGUFodNs0oGa9yx44R2g2APV7b64OvO2pmCjXi1DRlwTBjxi3wFmpPQFfa2/d///d/J3t5e7UfPqBPg58vWpGFf3LGAYRd36zDGGGPOgwZuhgxGp7YfxbEzxTRD9O7duydpsQ1u377dxKyGQU/L0ngYbHGbL4w+jCW28shgKS+652vXbzpjhW9ubtbHGJPo1LYdGZsNr3TbkRXARb6xsdH4jDHGmPNB/0jfO+Q+BZvj8ePHjW9S9/9t+8oSTh8p7t27V/+2pV8Gg19zRwO+f/++8f3g0aNHZzbsxdjCiFoVb968OWWwoRN65pOHf5WbBRtjjDGmX5itygM4bfvK5vDj4+N6oKrLPrR9MXjjTgZUXAP38ePH+vft27f1L3z69OnEOhZ5jV6EExXj2ixqhl2VZto6POkZdQL8edSOsmLZcS4eP+vYYryc1repXtQhE9cEIDfK0hCywrRmYJo+UV6Oi8RypKcxxhgzBnZ2duoBHPpR+szXr1/Xy8VmQdpnz551Stsr39cANt2NG++yYX8Oi8fAxr2kExxrU182+dcxcBzT0izk1/GXL1/qY0Gc4iPIyE0a5QKyYtnIURn84mI8ICPXL/sj1C/Ga1PmWA/pNU0fHQtkRrnkoywdU44xxhhzHuhHcp85JNQn5j66DfpH0sutkrUw7qLBgQFBg8UwnIwMgRESG1WOtBGFxwsKv05KibaLD9nkQTfgNxs8+WTLKU88FpIrWfzmNBHiSa+6yq82wi9Zs/QRXMyEl4w7wnO7GmOMMfMwdOOO/k/9Ma4r1In06oNXweCnZUHTmoeHhyfTrzdv3qzDmPbE3bp1q/YLFjNWBgytf8ppzltTiIRVJ6wOizx9+rT+nTYVm0E2shi+BYZt8wsevGFbneAzeuWp2whyq4ujHtqFvN4vQ5nVTXIyRUybUearV69qP/ml1yx9NH3NYlJ0yKid8nS0McYYMxaYjmVdP/0xfSR9fWlpVAmmZEt2xjJZC+MOaBiMJRY00rgypPBjoGQjikbHqCnBOjIMFU5QG3t7e7V78ODBqfV4GHsPHz5sfGfRyx6kQ8fMjRs3Wt+qncaTJ0/q+f62NW8Z3urBmJPuGMToRX50ENP04WKmHWmnUl0AwxAjGiOvq27GGGPMOvHy5ctTL0disNGnRvtgGvShq3y5cm2MO72NGt+I5ZiwaKwI0meDg4X+OhHxhCCjBKNXGIGMggle5pj2uRWNeGEUloxAjCzKiy8doOOsEUIuDHThWznTjEshY+758+f19/VkDNMu8QKbpU98nbv0+RmgPTDy0K3rhW6MMcasC/SfmpUDZhKxDdoGPiL0qfSf02bceuf7mqB5bq0Vg1JYpDI46ng5/ED6GF4ZTfUv8/0xnPSKw21ubnaaMycNstrI5VcXzal5fFypHNKQtivogP6CdXTIzpT0gaxTWzsRjr7yT6u7McYYE8l9EG6IxL4v93P4Faa+Vm6efrsvrvCnKtysAVj/3759W631b4wxxpi1wsbdGsFawby9mTHGGGNMZG3W3F1W4seB43y/McYYY0wJj9wZY4wxxowIj9wZY4wxxowIG3fGGGOMMSPCxp0xxhhjzIiwcWeMMcYYMyJs3BljjDHGjAgbd8YYY4wxI8LGnTHGGGPMiLBxZ4wxxhgzImzcGWOMMcaMCBt3xhhjjDEjwsadMcYYY8yIsHFnjDHGGDMibNwZY4wxxowIG3fGGGOMMSPCxp0xxhhjzIiwcWeMMcYYMyJs3BljjDHGjAgbd8YYY4wxI8LGnTHGGGPMiLBxZ4wxxhgzImzcGWOMMcaMCBt3xhhjjDEjYmHj7q+//ppcuXLlxP36669NTJl//vmnc9ppqNw2/v333zr+77//bkLO5sG/iA4i1kmO8iN//PFHc3T5UPvw2zfLlG0W4/fff6/d2OEZ0uf9zTOLa3pVZP1nPVuHgtrJ974xBb73BKL29vYaX5kvX77U6eLxrDwldnd367xt6kv2NPmSsbGx0YQsztbW1vft7e3Gd5q2cGPGCPcC9xe/pjs8r/TsughmPVuNMevBSqdl3759O6ke9vXxL7/8wtNjcv/+/do/D3/++eekegg1vrMguzLwGl+ZWTL6hP8wHz582PjMIjCq4P/Uh8+7d+9O7vVVwghUHjUfOlzPXNfA87Ay8Orji+C8z8V1H6HlGR1neYxZd1Zq3B0dHTVHl4uPHz9Ofvvtt8Znzgud9tOnTxufMafBSHr58mXjWx8ePXrUHK0nGKafP39ufOvJgwcPmiNjxsHKjDvWRvDgff/+fX2sNR48kPHLxf+6tW5ObtERG8psW2MXy4ppyKPw8/x3itwbN240vh/ykBPrzX+MsXyVo7UvuKiTwtraI7dp/I9UcZItubmt5TSiENsBF2WiL/GEleIVThlAeqWLTvXJ4UDcxsZGfXz79u0TvbNs6FJ/0iOD49i2kVgf6pfbCGIYx/Gc4dR+IHmUx7Hqm8nlRP3m0V/EeuAisSzkIB+dYxtKT/ljnaSDHPK6onsh6ldqLznSC9JRdrwuuS6A60T30KxrE2IdYvnST9drjIvkOOThx0lu27kmjlkG/mnhOLef8qs+IsqmvDZU73iesyzC2uomYnk46UkboTt1mCaHOHRRW0YZoLw5Lp5fXETXaGzbfM1E4jWNw692AQy8nMeYteXH7OziIGrW+jnWncU1OAcHB6f8Wu8BrJuL6+G0FoVwiGlLkC7qRNn4o0xkyM9xXheHP9aJtNPWzlGXHI9c6gnSAad6K0x6kBa/8sivekOUmVF6oXbjV3G4rCdhyAWlU92zDuSVvtQjy4zxKj/nF7ks4uI1QZz00jklD5RkS55QGn4VF/NIpsrPKF7ygbpJJ1B9lFb6kQa/UJvkdJl4HUX9zqM/4bG9OW7TQ/Lb2hti3fmVLOA4lkU94rmMkA7ZOOVRe6k8jlUvfvGjk9LFeJD+pIFZ1yZwrPSqr9pMeWP9M0qjNkFeDpvWDkAepQXVFQe5XqSN6dvkRzmqs2Qpv+KjPI4JE/ijfLVN1Ce2aUZl4NSWpFcexWUZlKPzBuhAOlA9okydN8Fxrrd0jnFAXLyWjFl3ft7BC9Ll5uCGKj0ksuNG1AMmO5WRH0CZ+KAW+YbWQ4lwjjOxXLn8AIpQN2RFSv7YBuiHXCG99cCCLDfLjJA214X0bQ85KJVJ+lKbID+3Q9ZP7SpUx1gmqNxSfRSHkx4lPbPs89Qff7xOMrkt8Mf6ldqJMpGLExyX0rYhXaN+8+qv85Ud+dExtz1x09o7t4WQ3CiPsnFtkDbHIz/rRHmSr3oTFs8BlNoG+VFezBfbNzqlL+lXgjyxTXIbzZKT0+uaFvk8kF66RlciywL0iW1HfCyf45iH43gNAPnVTqSP8kogI16janvJzfGqczyXQJh0zTJoY/zZIYO4WMcM6druIWPWkQv9zh1D4tUNxVPklGN9GuvzqpvxTNx5XsCYRnXj19PFr169akJ+oGmBXP48a0uQEadkz8vOzk6tI/KYStjc3GxizlLSDx2oZxu8gFI9/CZv3ryp/ZRD+lu3btV+0HQKunBe+uDu3bt1uS9evGhCfk4TEkd7V51GE9ON89R/Fo8fPz65Pmj/Z8+e1fI4xl2/fr2OA00jcY64tiO0m6bfpk2lIZM0lEMbLALtUXV+p65hHOdc1/gioCcOmZzLRYntomk6oA598+3bt1rn3DbxehwiXHu4rHdX5nkmtV0jnKdFrp+rV682R2WOj4+bo9PwPGhbuz3tWp/nuW3MGLhQ446bjpcNSvAA2t/fb3zLg4eFHox0zALdgI72vPB28L179xrf+cHYpRN6/vx5bYDNMnBL7TbLSKJDw4CkMyUthoheAqGT5eFIO/X1YgjGIh0Ub1VGMOooe5GH8XnqPw3OoYw5tb+M4U+fPp2cD9b70Ia0U+kc8SYicRh9yMtrnwRrx0iT2+Y80Amj4zJA/+3t7ZP7pw8479z7tLXWctFuy+DatWv1GuB1g2v58PCw8c0PxtG0fy5KlK4hPSPPg4y3WUZeqZ5txum0a524y/pCn7mcXKhxx+dB6AzjAmeOebDTofLgjQt0CY9p++TDhw+1LrE8Oi4t0hbRAJwFD5NFHoARjd7NgtGe3G6MOhE+DY2UyeUOlU5WLGp0oxs6RpmEaSRAD2H8MU0k1i9y3vpPg3MoY06jprzhyPkodRiqR/7HRR0qhl8e1ct8/fq1/l3knwtAT4ykKEdtfefOnboOMa5kBDPCBdx7nA/kqX3j6M15DCXySIbkx2tPRsC8Bmrb9RHhHxXqm43see7xPuE8dDnfjCSz+D+2/Syd9dwkD+ec50kXuPZ5DsZrCBmctydPntT+yLR2f/36dXP04z5FbtvzUf/QxnpSfr4+ItOudd2vsf9QXIT4HGbMWlJ15Aux26zPkKselk3MaWIaXNW51eH8xnCt4wCtqZCrbvY6PJeZqR4Ap+IpA7nyo2P043KetnUcCo9kPXH//e9/z6zhiLLQIdcjt0UpP3rOok1ODo91ieHRqbwYlttSx+iX2zWX+Z///OeUPzrKiumRrTbTdaHyaLssW7rmcPxt4dGPzDZ0riKSEYntEdsC3XLbtBGvC+ovmVE2rqv+UV5Ol3WaFs8xOig+X/dKi846b/KXIH2sHy5e31FG1CO3Q0RhtE1Mh6woAydimMJj2chpI+bL7az6yd8mJ7ZbllG6ZmOeHJ5R/pg+plUYjrJz+SKXF89TvA5ieIS4KIO6AukVhtO1JWL74SIqNz7Hsv5RXm7LGKdy0DH6jVlXrvCnuojNGsB/58taD8R/saX/iNvCzThhWr7q9FZyzrmeGSXpY/rZlGEkitGvi37Mc11VxtXMJSXzwAgdMyuVgdjbDIkxY+FCp2VNd3hIT3uRYhHoZEvTi4T3sWbQGGOWwcbGhg07YwrYuBswjGrwHy+O9Vt9/tcbYTSQNYcqSw5j0g/OywPnHOKaumXBOjfWQLF2a97F/aYbnEPtvMC5vYi1ZHqGAbosel0xWqfnE6N2fgvWmDKeljXGGGOMGREeuTPGGGOMGRE27owxxhhjRoSNO2OMMcaYEWHjzhhjjDFmRKyFccfbdHpDik+C4OJXyIcCes76UrwxxhhjytCHDrEfjV+vwGUbZFZ8Zt708zJ4445PJmA08VIvjk+C6PX+IYGOfEzTGGOMMfODgcMnkoZI3KKTD73nrUlnxWfmTT8vgzbusGz5DlbcB5FvstEQEY3mXSR8b4kPahpjjDFmfti/e2trq/ENB2yR+E1FfdyfcP1Oi8/Mm/48DNq40wd086bvbI3ExtJiiCN5xhhjjOkGH7h+8uRJ4xsW+WP+x8fHk+3t7ZPwWfGZedOfh8FPyzJKx+gdc9J5dA4rl3DAwNMxF4nWvxGm+XuGfPHLRXmKQ6bW+PEbQW7ML1eytmO8ylF+pppLZPn4I9IrOsmijhzjYt4oM9cHvRSHM8YYY1aN1pv1adwsC/p7Bpza9nmfFZ+ZN31nvq8BBwcH7KJx4vBHCNvb26uPK2PwJJ3CQDIEcUqT5X/58qV2io/pCYfKyq79kY2NjTpcbG1tnfIDYSVUnuqmegjyxbzESbZ0ifkBGTgRZVCfqBvH6G+MMcasktgX0UdF/5CI9gUuMys+M2/6eehX2pKJDSGjC7KfdNlQ4YIhPBINGhl4Mt4gys0yS+mzcZfTICsaX20gg3w4geyoP2misZf9QB7JiQ5IW4qL9THGGGOWCf1a7HeGbNwJ9dHZphCz4jPzpu/C4Kdl4yvRrLWrdK6PX79+Xf92pbTB9I0bNzq/4cqCR9Jq+PjTp0/1CxTThpFZF1hdqJPnz5/Xft70jWsFM5pGZsP+yhBsQn/w+PHjyatXrxrfpN7o/86dO42vDPriaLPogPaoDM0zceswLG6MMWYc0K/Rl2p5EMuweGOW49KSpyHAFCp9exuz4jPzpu/C4I07jJhMZd0WjbVZ7O/vN0c/4aLqAkYP5fK6Mhfd06dPi7pleNOXCxWjEGOyDda/kQ4D6/79+03oTzBsQTcA6+cU1gZ1Ozw8bHynIT8GqjHGGHNR0JfHAQaMnO3t7cEPNqDb9evXG99ZZsVn5k0/i8Ebd4w85RcQMKwYycpgILVZ+ixY5D+C+JIC/zHkN3HbwDg7Ojo6dRF2ufA0eodRqNedpyH9GeWLMKrHaKXKfvfuXRPTDm3EiyaxTTQS+ujRo7odNRIJtM1Q/1MyxhhjhgD9JoM7pYEYmBWfmTd9JypDYdAwB621a3J5Xroynupw5q01dy0XYc1bjNN6ulJ49FNeDpOjbIjr29Ahgv45rESWoePKwG1dI4deMQ4ZkdweqjNQrxiX29UYY4xZJfRnXfrLVZL7f/X7YlY80Derf+6SflGu8KcSbmagEa68Zo7Rwps3b04dxSPNtWvXpq63mwWjaqVp2LZwY4wxxlxOBj8tOxTatgZhqnTW9CxpFjHsMA7jyxSC8D7n6I0xxhiz/ti46whvlupliuja1r7pzVfcoh8nZB6efehiuTjW5fU6R2+MMcaYtcfTssYYY4wxI8Ijd8YYY4wxI8LGnTHGGGPMiLBxZ4wxxhgzItbCuGM3Bb1EwBuiuPjx3SGD7vHDycYYY4wpw8uI+tj+kOAD//GFxmyDLBrfN4M37tidAgOJ9z5wvCHKrgvrAHqzw4YxxhhjpoPBwzacQ4QvVsgO2W22Io0sGt83gzbusHTZMoz9WQWfFaFh1gH2zNvouHdtCeo/xP9gjDHGmL558+ZN7xvo9wF9cdzPXluJEq7fReKXwaCNO30cOO//yo4Mi3wUeF2wYWeMMeYywPKlJ0+eNL5hkTcqOD4+nmxvb5+ELxq/DAY/LcsoHaN3zFGz1q6NOJedjSLlJVxpgItJ/iw7pmVqOIdp7V9OozCmZCOxrDjXHmXipAf5qTdD1DmPwOqPeaeVGR35kMex0sS8MW1uF9IpjrzGGGPMIqh/W6ax0xf0nww4tW1OsGh8b3xfA9h4H1Xl8EdiGJvs49fGwzGfNs2XvzIcaz9p44b7+OMG+8RJHuExrcqLOiktkDaWFTdFVr2QAVmPmLZEjJce0lsbE0fZ+CG2Z5avNKB0qhu6SV4uzxhjjDkPsR+a1e9dJPTj6jtjXykWje+T5UrvmdgwMioI42KIZMMmpod88SAjGlUqIzrFy6iRwSO/5OGPZZEP+YJ0WV8gLJYDXS/yaKzFdomylEZtkv2gdssOWbGM6IZ6ExpjjBk+9C+xH+ra710k6Ef/F/v2yKLxfTD4adk4xcpau0rn+pjN+OHo6Kj+jVy7dq3+ZV57XhgyBcqJToshGTauLr564Se8fft2UhlFJ2/44L9582Z93AWmc5ni5KWR6kQ3od3Q1CpDvGoXwYLN6oY5Ge7+9OlT/XLHtGHvr1+/1usAct1p92/fvtX1znFLH1o2xhgzWl69elX3TVruE5cjqT8eGvR79IdtLBrfB4M37j58+NAc/QQjKL55wsVQ4urVq81Rd2T8lNa4iUePHp0YcxiX2rxf69O6rhtgzRr1wEg6zwsivEqNYfnu3bsm5CfoQDuRhpvk6dOnxbaMXL9+vTUNBnNbOxtjjDHnQX2gHEaPBhm69qUXAbrRZ7axaPyiDN64Y/RJLysIDJXHjx/Xx3q7JqZhVI2L47wXBnnzN2jiCKKMOcJUPnniJ1u6Qv3E/v5+c3Qa/nvJLzYIRtsgG6P4MTzjTTOrPagX+sS6UjZGKMYn/13lcxHTGmOMMWOH/pWBENkCmUXje6Hq9AcNc9J5vVeep2a+PsZXhlYxnHysQ5O/+g/hZO5bThAXw9EhQjxOlNawxfyUE2VqPVxOo2NAX46VNqN4HLJVN8Lb1s+RLsfFuuU2y2XHOJwxxhjTF/RR6sOHQu4zY98Pi8Yvgyv8qQozI0MjeXm6lxFA1gSed1TTGGOMMcNm8NOy5ny0bW3Ciyg27Iwxxpjx4pG7kcLIXcnA8+k2xhhjxo2NO2OMMcaYEeFpWWOMMcaYEWHjzhhjjDFmRNi4M8YYY4wZETbujDHGGGNGxGCNO9721F5zuLxDA7smxHh9120a7K6Qd1iIUAayzOr49ddfT+1yofNqjDHmcsGzf8i7HmE/yOaYZksAuzspLa6LjdIngzXu+PguL/KyHRY8ePDg1CbCbGZP/FazmX2XvVnZg7W0Dytg2FGGWR0Ydjq/QufVGGPM5WAdBlYwOuM+uHwvdpohevfu3ZO0u80+76tkLaZlt7e3618aq08wFnVy2ONtb2+vPjargRtlY2Oj8RljjLmM0P9iBA25P2AvWO1pD5ubm6cGnCKE07+Je/fu1b9t6ZfB2qy5Ozg4OLOp/aIMefjXGGOMMcOAmab9/f3G94O23Z5y+PHxcT1ItcrdodbGuGPalaHNly9fnll/F4lr8TgZkbi+i+P379/X8krz4ZKR59Xb5GuNoOJz2YLylR+X6xLj5KQzunCMbMKVN8rsqm9G+vOfheTn9EojF3XvWn9QftUrovqJWCbHsUyFy0VIl+NxyKCOHMe2EfLj8rlRu+DIa4wx5nKws7NT2wz0UfQhbOX54sWLJrYd0j579qxT2l75PnC+fPnyvbJ4G9/371tbWyzIqsPlF5XxVztBnOI3NjbqfFlW9O/t7dVp1CwHBwenymqTr3RZfibLIy16CY6VnzSkVXmUozKUH0iP3iLKmNYekai/5Kt8yVYaobbit2v9IcqUDOXhF39uExHzkjbWhTjVVfrwC4Tjj/XC5bYgTGQZ6KF2z21jjDFmcWL/NUTUZ8V+aRrqe+RWydoZdxAbN3bQhMWGlBP5wiFv9OvECXXisYOPcuVAxoAMgFlQNunjRYI/GgxZv+wH6RCdZM5qj0hJf/zSh7KjoQjoorK61J/8yImQP9YpyoQcn9E5wkm/Wecx+0F5skOm6pbdNL2MMcbMx6zn/UVD/xX7nK5QJ9LnPnSZrM20bKTqbIvr7wjDVfU65fqiD/l6lZoh3upEN6E/qC6AeqhXMATMos02tDgz66OFnH22R1wcKm7cuFHL78rR0VFz1B2GszV1jhOaWtUbSdVDoYn5sTgXNK16eHhY/057o/rr1691++e24u3db9++nbyVHd3Kh9mNMcZcCNgbd+7cqdfN8fynT5i2/ChCX0H6VbKWxl1cfxehg1dHvgwWlc86Lb1KXTI0uAAw6GTIYGzIUCmhxZmsIyvRd3vkxaQQjaoulIzEaegtKgx60M2EUcc10CZvb2+v/rQN7civ8rdx/fr1+m2oEteuXavPizHGmMsJ9gb9hKC/ZnBDgyyzoL+O+ZfNWhp3wIhKtoR5TTl/D6+0aD9D+rx4vsR55UfiSFc2lhjViyNtXUaGMADz93OkUx/6CkbQMHDiiwSvXr2qw7vy8OHDun6SgVGKn5umTS8ZcxjD2UDTSCD1i+2KnxFQtSNu2qgdYEQiI+qBHHQlL0ZsflnlvG1pjDFmvcDeYMZNMHBCv9DlDVj6OgYPpg3W9E7V8Q0WzVPLVZ1vE/OTqsGbox/kPFozVp2EkzDSAPPf+InTsVxegyU5Jfk5LWu02ojpoiyIOkaHvBiX64w/pxdt7REp1TX6aZu2dKXwafWPadGbeul8RF0Jh3xedA1EOaRVGyCD8hUXHelynOoAyI5x0kHEOJwxxpjFKT2zhwh9gvTL/QN+heU+MffZq+AKf6rCzQBglIgRyUxbuCnDiBv/VeX/kjR9PWsUzxhjjFln1nZadmxgwJXWtBF+69atxme60LaTCVPINuyMMcaMHRt3A0Ejc3qZQg5skMwHaxv0MkV0frvVGGPMZcDTssYYY4wxI8Ijd8YYY4wxI8LGnTHGGGPMiLBxZ4wxxhgzIgZv3PFxYS2I1wdt1+XjsdJ9VdAucTsUPv1B+W07WBhjjDEXjfoqufjh/aHBx+xnbTvGVy5m1YX+OtZ5Vvp5GbRxxwnX1lG898FbkH1Wfplg2KH7quBCydux8ZYt7ea3bY0xxgwR+nM+U0Vfhdva2qp3fhhaP48+2B+ztqIkzdOnT0/q07aDBXuzKw2OHZKod5cdL7owaOPuzZs39YmWcUKlaYR1gA/o7u3tNb7zgcHW9QLnMx/b29uNzxhjjBk+fHD+3bt3je9HXwZ97oveB7I/pvWzGHbYLLPsFAau8sYE1JctQ/ti0MYdli1Wcp5WjBfCWKHOeSTOGGOMGRN5J6G+Rq5WDYMxjLx1sU9Ks2nsh97nhgWDNu5k2bIx/rQ57ji/jYujXcSRV0OqOMJA/iw7psXJuIxhwNy7/EzDxjCVIZQubj6fy5EeyKLOwMWSN6yPqLxS+2jNn9ojlkedoo7kV1zMA6SNcXKqM8fxHChvlJnbI7YdN4Uxxhgjbt682RytBwzGMPKmfg0X+9FpkO7z58/9LqH6vgZoU3hc3oCXjeVjmDafZxP4uOm8NvSNYaDN4rWBPH6lBW0ATDhQljbSB45jejZAlqy4eTBoc+QoC30h65HTlijlly6x7FiejkmneuQ6cNyml+SiH6iMmB/wq6wsAz2UH4iLbWqMMeZyQj8x5P6AvjH3d+qv6dsEaXK6NpZR57Uw7kTJkMAfDQUgXsZJNlxKRhN+GR6kVznRxfgoT+mlQzxB5CFOyMjJ+kqnWE5Jz4jiI/miU/mSwYUXL74S0kPtV9IDv/SE7I/1iQ6ZaoPsZulljDFm/MQ+bIiUjLvc14P6QX5nkQc8+mDQ07JM5cVhzUrfSWU81W+VMFXYNuTJdGDX4dDM0dFRXQZlRad1Affu3TspX1Qnpn75A8jfFU136k2hefj27Vtz1J2dnZ16DWNpyFhh6EF9BMPE1YU8efv2be1XvacNmaMbMmL74Vgoe3x8XMvLcZdhHaUxxph2WK7D9OQYuHr1anM0naVMyVYM2riD/MaM1uFF4+bTp0/N0U/OuyiTlzj29/cb31mQK2OONWcsgHz06FE9385J2tzcbFLOhnV1lcW/kGEzjxHLxYMhhXEKGFnADVX9N1LHlWChJ692Y/xJ52nte+3atdbXxbngKf+8xrcxxpjxwdprBiDWEQ12xEEfMcvIw8a5e/du4+uPwRt3fCsuNpgW5jOShoGBUYLhoTQYDRgWT548qf3zwsgc+eMLAMjWywOAMcc3975+/VobTBrV4wTNuwgUGVC6KER+GQFUZnwZAQMTw6n0cgVgxNE+tJsMPBGNrWyYUd84yqay29BoH+VF0FXGcb6Y/VKFMcZcTnj+MzASR69y/zFk6NeY8aOvFM+fP6/tk2kDIcDgycOHDxtfj1Sd9WDR+rXKGKjnruUyzIHH+MpwKYZrXrzNr/LymjHKjyCfcPILyorpkBVllMqOacjLPD7H0iOmLSE95NABGZDLIy1yVQZOc/y5vmo3dMplRJfjpLeIcbhI1AOHLGOMMZeL3L/L5f5kCGQd8zq5aHNwHKHPU/8s6PdyWF9c4U+liDGtMHKYP7jISB/DybNG8YwxxhizWgY/LWsulrahcYbRbdgZY4wxw8Mjd2YmvEiROTg46P3tHmOMMcYsjo07Y4wxxpgR4WlZY4wxxpgRYePOGGOMMWZE2LgzxhhjjBkRgzfu+HiwtsbSx3mH+MFbPkKMjtM+RjwPfGoEefHjyby5uk4fdjTGGGO6Qp835A/a0//KHpnVF6sPl+vLNujKoI07GoMdKngzk/c+2BWCRoq7KQwB9GRbrr6gfhvN1mARtinzHqzGGGPGhAZxhgxGJ3vAYovg2HlimiHKLkxKu7u726uN0IVBG3fs37q1tXXyyQ0ak4bKXPRoFvphgPYF9fyStgczxhhjxgjfTKVvLw1qDAUGlx4/ftz4JvV2aW0DTYRjCAq2NYVVDkwN2rhjE3/2Oc3DmXH0it0TYiMaY4wxxvQJy8L29/cb3w/a9o3N4cfHx532me2TQRt32vKK4czSZvgMiT59+rQe5WJIVxvs65jfOI1LeoXhIsQxAoghqfi8YT86xPy40qhhLDvqrbC2ufdY9tu3b5vQnyArDgOrHHTgWPWMchQfwR/jcdITOSqHcJWXZcb/QDiOcW31M8YYY9aRnZ2derCJPpE+jw3/X7x40cS2Q9pnz551Stsr39eAuLEwxxFthi+ULm/Gyya+cSNfyYS42a/kI1fxQHgsm7goT5vvayNh+eOG+MhUfCanl057e3u1n/rEMkknfXJe0mrTZcWpXPLHtuE41zmWC+SNdY9tQ5lRHvmiLsYYY0wX6Etivzo01L/FPm8asU9Vn7kq1sK4E2qg2LA0Xm5o0kTjBEODsGxwECYjiAsqGjA6iYIylBZy+mxEAfHxQp120ZI2ypfOsR7xwi/FZ1SHqFfWKbdfqT1JLznRIZP0pbhpehljjDGZ2McNEfpP9b24rqgPjX38shn0tGycaoRK3/qtk6px55r6Y767RHUhTY6OjhrfdFhI+erVq8b3Y3HlnTt3Gl8ZhnFfvnxZ1wF9WYDZxrzrBpm7ry6Y+m1ipkLj1KvePPr48eOZFzMePXpU6yRYQ8BbPdNA/8pYq9s/Ol4kof04JzmOBbLGGGPMGGA6lj6fvpc+rjL0Ti27mgZTsqRfJYM27uDw8LA5+oHW4X379q3+nYcsC3hpowsqV+vKOKkKawPjhxP6/Pnz+s3fWQZPV0NTcMFwkWFcxbUA+nxMaY4fHdBJ9cConLUWgIsZQ7EE7ZcXmRpjjDFjgkGR69evN74f/S+DJ3EAahr0ozH/shm8cYehEkfpGM2DkqGkuIyMLGTpRCCTEzPLQBMYTiyg1MhU1+/NafRuFowMkk511QsV6Bw/ZCyoh0brqAMGXkTGbzZoaSNG71SPLiOGDx8+rHWLenCMrrzijWEZ257wks7GGGPMOoINQX8u6FuZ/evyBix9IrN9K53Rqjr4waL56apRT+a4s8pa64b7v//7v1PplF+0yYnhzPmTL6Zjjj3nlWNtWdQBp/VtgrzImEVc26ZjrV1DrxiHvJieeFGSg0NW9EdHnXNchLwxjrQi15/6GmOMMV3IfQhuiMR+OPa5gF9hub+8iD7xCn+qws0MGJkqjfK1hUcY9Zs19bkqFqmHMcYYY4bP4KdlhwBTjPFlCkH4rDl00kx7kWKVMDTMdwEzmgo2xhhjzPpj464DzJPzRqleQpDjJYPSHDrr4WaluQhYe8javFgHHB9Y9KidMcYYMw48LWuMMcYYMyI8cmeMMcYYMyJs3BljjDHGjAgbd8YYY4wxI8LGnTHGGGPMiLBxZ4wxxhgzImzcGWOMMcaMCBt3xhhjjDEjwsadMcYYY8yIsHFnjDHGGDMibNwZY4wxxowIG3fGGGOMMSPCxp0xxhhjzIiwcWeMMcYYMyJs3BljjDHGjAgbd8YYY4wxI8LGnTHGGGPMiLBxZ4wxxhgzImzcGWOMMcaMCBt3xhhjjDEjwsadMcYYY8yIsHFnjDHGGDMiFjbu/vrrr8mVK1dO3K+//trElPnnn386p52Gym3j33//reP//vvvJuRsHvyL6DBG/vjjj6W2ybLlm0l9zU+7N+ZB9yu/q4Zr5ffff298Zl44bzzjFuEizj/Ph0X17kqpfn20mzEXzcLG3Z9//jn5/v17fby3tzf5/PlzfVwCg+v27dt1+i9fvtQuGl9d4cZ7+vRp4zsL5WxsbDS+n0RdZ8m4jNCZvnz5svEthxcvXky9RsxicD89ePCg8S0GHR7360WwimtxzGCg9MFvv/1WPzP5XQUYdvQLqyLXr692M+aiWem07Nu3bydbW1v18S+//FLfVPfv36/984CRtru72/jOguxZD4hZMi4jGF7b29uN73KAkb/KUYllw/3EP1l9QId3cHDQ+NpZxujaZbwW+0T/xK4D8frhH7/SP+ar4jztxvPDI31maKzUuDs6OmqOjLl4GOH16O1iMFL4/v37xmfMfIzh+nn06FFzZMxwWJlxx3A30yzcyBwz7QJa8yBHhyu0bk5u0RGWaeu9YlkxDXkUPm2Egv/cyBfl6L85+SW3rc7Ix9/2X6Di5XJ7xLgog+O2OJDctrYhvJSXtiFvrA8P69gGuc3w57AoX9dFCZVHGUof9YnhWRbpKEfnk2ONEDD1qLojnzRRFseRWe2By3EQZZI2X98Qw/J1gZOeQvpKp6wrKC9OoJvCssyo56dPn5rQsyBDU8CkRQ8R2wgdp0E+5Y8yRLy+YptGPZVfkA4domzIedrQeaDsWJdIPn/SLeqrusd0Oq/y6z6WrrjYZm11yUR9YjtFfVRWTqe8+BUHai/pLD8oXT6/sR7RZSir7fqBqIv0FgrHoVMbuj+irJg+16+NtusZP7NE/JPYRY4xK+N7TyBqb2+v8ZXZ3t7+vrW11fi+fz84ODjl393dreVAdcN8rzrf+hiQTRzhENOWIF3UibLxR5nIkJ9j0kTwxzqRNqcB6RLlxzDI+kD20x7kK6H6C9ottl2UpbSUqXKRDdJLIEN1UtrYRhwTDrEOak+c9FCY8lMmfpVNupgeSKs65/SRWJ70VV2UnuNSG8RzoXjIbSP9cCqD33nbo6S/UB7JgNgGoLIBnWIcaaVP1DfKU911HNsbkBdlEq80MS+ojLY65fSAfoQL4rMOArmqb5alNlVedFbdgTiVo7y0A+k4jvHAcWxbjqM8oXMkp7blWLoojeKoB/7Yrvhju5E3lk9a5Sc86opehLXVJSN9VJ7ySZ8cD5QhHVRGPE9qUxxpoh8HqncuVyCv1MZCMiOkJ0y653aL6XP5EfIRF2UhB3+uD34R0wP6xLYnPraT2tGYIXH6rloALvh4A5Tgxoo3hW607LhR9ZDITmUovg09sKJOlBcfNMjAT3jp5ozlysX8EckSeujkh0bUJ+dBjy6QB1lqS+TEdm0jtjdIx0hsI8VnJz35jeVSN+KFzkF88JJeeUjf1p4lcnlAfukjaA/pqvbPbQ1t+kV5Md+87dEG8pAr8EfdFFc6P/m6zvqCzgNychxQlnSPTnHxGpUOsY0i+ZyXzuk0GdPicnvmsgT1JBw37XwjS+miU55I6dpQ+cShW25b6SHyuVH5QucZCM9O+pfqkinpgwyVUaoPMqfFQ6xz9IucDx26nDNRio96QZSp9NnF9JF8DiCmz/WDHJ/bnrqSRnXO+hozBFa65i7DEHZ183Bnn3Is5GZ9XnXDnIk7zwsY06hu6nq6+NWrV03IDzS8nsvv801PXuqg/GnTChFNDXz48OHUYvNZaxk1TbK5uXlqsf23b9+aozLEVw/HM23AYvc++Pr1a3N0fmgToakXqB689W+f9NUejx8/PrnemG569uxZfR1wjLt+/XodVzo/vCwEXdqOqaLSG6eUhcv1UNwilPS6evVq/VuqD/c6bcrUOOeubcqxxLznm3uXdLneatNZXLt2rTn6+XyI6LwpjrVYan/CtDaL+z3m7+NZU9LnInj48GG99Eb6fPz48eQluj7g+uLZl9uKZ2lXKmOsOZrNvNezMUPhQo07Hqrc/CVu3Lgx2d/fb3zLgxudhwPEjkUP/LzWo28wYHd2duoHPg/GNtANQwZdc2dEW7V1BMilgyFfm2Hc1jHQmS1zsTOd4aLGBPWm/pwnjBnkzfOgn4e+2uPevXu1nuj85s2b+rzQAXLMGrd8nkrXoAyJaXDOkZvXRHHNHx4eNr6zLGp0U7fSNRWNo8i7d+9qXem0uVYx2mZxnvPN/TNtDeEs1Jnr/uOfrBKK13nkHnz+/Hntp46vX7+u25/rAPp61gzBwMNYp45cYxjenE/Ob19w3be1e1e4ZrrcP2Le69mYIXChxh3GDDd/HLnimIccDz460vigJzym7RMeGLlj4SGVv/M1z8hCFzR6h4Gnby21EQ24+ICTsRB1y20V/5MW6nxiPtoAWXSE6MNDurRgug9UfpSPntM69zgqQP3QNXbux8fH9e+8nXgXg6Kv9qAzlzHHaCpolCeOwtI+lBevQepMmNpuFnSstFnUkZFDFrLHDkvxXPMYTYpDR0CHWcYHbahzcffu3foX9Amk0vWNTJV9ns+fzHO+aWPqFuuBzrEdMqo/cI/yz5iO8z2H0aZ4QX245/gHBDSyRdr4T9qizxrqhlzd8/qlvvHaloGqeyfHLwpyqSvGulxXuujBdZ/bfdYzg/tKkG6e+2ee65nratY9YszKqG6+hWCtAWLkqhuniTlNTINjLQNozYNc9ZCrw0FrG+SqG6oOz2Vmqpv/VDxlIFd+dIx+XM6j9RSUWQqPZFm5TtmP/hH8ao82sn4qU+2d49VWQBqFR13JU5Kbz2GMx0FsF9Lnc1Jqg5gn6hfT5bIj6Ea+WB/0F1F+rGdMj4soDv1jOmRFGTgRwxQey55WB6H2iuAvXQdRryg76wv5POTzK/m5brHcUjuWrnuI8mMaheGkWwnyRF2UNrdnqV4lPXGxXXCRLAd/CdUryuU4gu6Kw5Vk6T6I16nqk4n1weW2wU0j1k35Yjm5LtIj10PXgnSXqwzBU/4cjz/qEF1uO5Gvn5wnXwc5TwwvQf5Yb5zI+me5se1iODIjkp/DjblIrvCnujDNBcJ/oX2tYxsztBP/pfc5zWNMCa6zymio1+jNGlE3P2Hk7ubNm6dGJYERs67T533CKDu6+PlqLhsXOi1rhrFOxhhjFoVnWWnrO8L9AXtjVotH7i4I1rR9+fKlHh2Y5624ywr/gbOmCNxmZpmwbiquf9vb2+u8Ruuyw8hdNvAu6n7VMxa2trY84m8uFTbujDHGGGNGhKdljTHGGGNGhI07Y4wxxpgRYePOGGOMMWZE2LgzxhhjjBkRgzXueH2e7Wv6/Hq6McYYY4YLX0ag7+dt56Ehu0Qu71bE2+KK43gW86afh8Ead3x4khd5L+LDl8YYY4xZHXyCCCMH6PuH+Lkr9ohGN7n4eR2MM7YlVJz2jG9j3vTzcimmZbG259mn0RhjjDGrQd+W3N3dHez3CLEjtEd0CYyzZ8+eNb5JfUxYG/Omn5dLYdzZsDPGGGOGyaNHjybb29uDnqlj1O7p06f16CLGaATDjw9ms/We4Jgw4jLzpj8PvRh3zDtjQLE+rjR/rHjm0GMcv0qPyw1GWFxzR6VnpZdTPspkZ4OXL18W8xhjjDHmYqBPxqhhVEz99xDX2z158qSePmXHGkYZ43q7w8PD+jfvqQzHx8fN0U/mTX8eFjbuqKCMJ6DyWOBsQYMxFuM/fPhQx7OVT55vZjiWBpPxxQmOIOvu3bsn6dXAsnJJT5jisLCJY96erWfQiThvAm6MMcYMg0+fPjVHP+wHDD3c0GbcZIhhv6Afdk2fa+T6ZmHjjvlxGU8aUn3x4kX9+/bt21Px0UrN883kJZ3COMkRZNGgsuy1fyEWMKN05NX+j/ySv2QVG2OMMWYYHB0d1f237Af6bQZ7NGA0RKTjx48fm5DhsbQ1d2wWPQ0MtQwN1vaGDBcAjYnRFh2GHHHGGGOMWX+uX7/eHA2XW7duNUc/1suBZhJB06tXr16tfyPzpj8PSzPuMN5mnaCS1ds21858/P7+fuM7DXFDfG3aGGOMMe1sbm7WU5yZWQNEFw3TyegODEyhr9bSwbdv3+oRydIM4rzpz8X3HqgUYg618X3/vru7+71SvPH9iN/e3m58PyANefb29pqQ77X/4OCg8f3wkw4qY/GUH0hLfsXFMhQHKp90sTxjjDHGXCzZRsB+GHJfjX2BzhH0jXZPtmcy86afl96MO04MyskJlFdYbgwZeHK5YoRlYy6mj/Jk4JXiVI4aUv4+G9IYY4wx5yPaCkMz7KbZF5Fo0+Q6UL9ozMG09ItyhT+V4IXgjViGEvUiRV/oDVi9KGGMMcYYY6aztDV3fRE/8meMMcYYY6az8MgdL0B8ad583draWnjrkPh9u4ODA3+XzhhjjDFmDnqZljXGGGOMMcNg8NOyxhhjjDGmOzbujDHGGGNGhI07Y4wxxpgRsRbGHS9taE9ZNurF/fPPP03scEDPoW12bIwxxqwL9KFD7EfZKkx2CC7bILPiM/Omn5fBG3d8Qw+jifc+cGxZ9uDBgyZ2OMS3ho0xxhgzHxg4L1++bHzD4u7duyd2yO7u7uT27dtNzA9mxWfmTT8vgzbusGzZc25nZ6cJmdQfSqYhIhrNu0jY23Zj4HvhGWOMMUPlzZs39SfVhga2SNy//t69e/Uv4fqdFp+ZN/15GLRxpw10nz17Vv+KP//889T374Y4kmeMMcaYbvz111+TJ0+eNL5hkTfzPz4+nmxvb5+Ez4rPzJv+PAx+WpZROkbvmJPOo3NYuYQDBp6OuUi0/o0wzd8z5ItfLspTHDK1xo/fCHJjfrmStR3jVY7yM9VcIsvHH5Fe0UkWdeQYF/NGmbk+6KU4nDHGGLNqtN6sT+NmWdDfM+DUtt3qrPjMvOk7830NYIN/VJXLG/4Tpk13K2PwJF3ciFcyBHFKk+WzSbA2CpYMpSccKiu79kfYFJhwwebC0Q9tGw6rPNVN9RDki3mJk2zpEvMDMnAiyqA+UTeO86bGxhhjzLKJfRF9VPQPiWhf4DKz4jPzpp+HfqUtmdgQMrog+0mXDRUuGMIj0aCRgSfjDaLcLLOUPht3OQ2yovHVBjLIhxPIjvqTJhp72Q/kkZzogLSluFgfY4wxZpnQr8V+Z8jGnVAfnW0KMSs+M2/6Lgx+Wja+Es1au0rn+vj169f1b1fi4kVx48aNzm+4suCRtBo+/vTpU/0CxbRhZNYFVhfq5Pnz57WfN32n7ZWraeTNzc1JZQg2oT94/Pjx5NWrV41vMvnw4cPkzp07ja8M+uJos+iA9qgMzTNx6zAsbowxZhzQr9GXankQy7B4Y5bj0pKnIcAUKn17G7PiM/Om78LgjTuMmExl3RaNtVns7+83Rz/houoCRg/l8royF93Tp0+LumV405cLFaMQY7IN1r+RDgPr/v37TehPMGxBNwDr5xTWBnU7PDxsfKchPwaqMcYYc1HQl8cBBoyc7e3twQ82oNv169cb31lmxWfmTT+LwRt3jDzlFxAwrBjJymAgtVn6LFjkP4L4kgL/MeQ3cdvAODs6Ojp1EXa58DR6h1Go152nIf0Z5Yswqsdopcp+9+5dE9MObcSLJrFNNBL66NGjuh01Egm0zVD/UzLGGGOGAP0mgzulgRiYFZ+ZN30nKkNh0DAHrbVrcnleujKe6nDmrTV3LRdhzVuM03q6Unj0U14Ok6NsiOvb0CGC/jmsRJah48rAbV0jh14xDhmR3B6qM1CvGJfb1RhjjFkl9Gdd+stVkvt/9ftiVjzQN6t/7pJ+Ua7wpxJuZqARrrxmjtHCmzdvTh3FI821a9emrrebBaNqpWnYtnBjjDHGXE4GPy07FNq2BmGqdNb0LGkWMewwDuPLFILwPufojTHGGLP+2LjrCG+W6mWK6NrWvunNV9yiHydkHp596GK5ONbl9TpHb4wxxpi1x9OyxhhjjDEjwiN3xhhjjDEjwsadMcYYY8yIsHFnjDHGGDMibNwZY4wxxoyItTDu2CpLb4jy+Q9c3FlhyKB73BXDGGOMMWehj4/7yQ8NdsuSLZJ3zsqw25PS4lZtswzeuKMBMZB4qRfH5z/YUmsdQG+2TzPGGGNMGQZsMICGDEZn3AeX79tOM0T5fJnS7jb70q+SQRt3WL7sB8vm+4JvxtFQ6wAXwsbGRuObH+o/5P9ijDHGmEXhe60YQYv0l8uGvV/jnvabm5ute7ETTv8vtK98W/plMGjjTjs/5M392W5rkR0f1gUbdsYYY8zFw0zc/v5+4/tB2+5UOfz4+Hiyvb09czerPhn8tCyjdIzeMWTL0G0bcW47G0XKS7jSAGvh5M+yY1rNrccw0msoOaZRGBdCJJYV596jTJz0ID/1fvny5Zk8gv8CYt5pZUZHPuRxrDQxb0yb24V0ivNaQmOMMZcBZhDpk+mz6UPZVrTL7lOkZYBq0Z2q5ub7GnBwcMAuGicOfySGffnypfZXVnLtj/n29vZOhVWGY+0n7cbGRn0M+JUWiJM8wmNalRd1UlogbSxra2vrJF71QgZkPWLaEjFeekhvfrNs/BDbM8tXGlA61Q3dJC+XZ4wxxixC7GuHiPrV2E9Pg36f9HKrZC2MOxEbSkYFYRg5kWzYxPSQjSZkxJOlMqJTvIwaGTzyRyMrlkU+GXZAuqwvEBbLgaxnG9FYi+0SZSmN2iT7Qe2WHbJiGdEN+UY0xhizPtBnDblPoU9Wn4/rCnUifbQFls3gp2UZAhWstat0ro8ZEoWjo6P6N3Lt2rX6l3nuedGCR8qJTosjmTOvTvDkzZs3tf/t27eTyiiqp0/lv3nzZn3cBb1azZBvdeKb0G5oapUhX7WLYAFndRGeTOd++vSpXqw6bc7/69ev9bqAXHfa/du3b3W9c9zKh5qNMcaYFYMtcufOnboPpe+jP8xLodqgnyT9Khm8cccbKhmMoPgmCvPgJa5evdocdUfGT2mNm3j06NGJMYdxyZs+oPVpXRdNsmZNr1af5wURXq3GsHz37l0T8hN0oJ1IgwH49OnTYltGrl+/3poGg7mtnY0xxpgxQ59PHykw2BhA0YDQLOiTY/5lM3jjjsbLHwvEUNEryU+ePKl/YxpG1RiB6mpkZcibv0kTRxBlzBGm8skTP9nSFeon8ps4gosnv9ggGG2DbIzix/CMo2yz2oN6oU+sK2VjhGJ8MvKXz0VMa4wxxowRRt5iH394eDhzNkzQHzNwItthJVSd/qAprffK89aVQXIqnvntUjj5mNOXvzpZJ3PhcoK4GI4OEeJxorSGLeannCgTPUppdAzoy7HSZhSPQ7bqRnjb+jnS5bhYt9xmuewYhzPGGGMWobSme4hE+yH3jfgVlvvYaCusiiv8qQo3I0MjeXm6lxFA1gSed1TTGGOMMcNm8NOy5ny0bXXCiyg27Iwxxpjx4pG7kcLIXcnA8+k2xhhjxo2NO2OMMcaYEeFpWWOMMcaYEWHjzhhjjDFmRNi4M8YYY4wZEYM17nghgJ0V5PJHfPmwbozXpz+mwQd480d4I5SBLLM62L4lfghZ59UYY8zlgmf/kD+Mj/0gm2OaLQFsAKC0uC42Sp8M1rjj+2y868GOCfDgwYNT23xon9mtZr/TLtt3sU1XaasuwLCjDLM6MOx0fkXcP9gYY8z4WYeBFYxObReK45Ni0wzRu3fvnqTdbbYCXSVrMS3L1l5AY/UJxqJODtuCsE+rWR3cKBsbG43PGGPMZYT+FyNoyP0B24dp21PY3Nw8NeAUITzuf3/v3r36ty39MlibNXcHBwdn9j1dlCEP/xpjjDFmGDDTlPd/b9sQIIcfHx8vtN/9eVgb445pV4Y2X758eWb9XSSuxeNkROL6Lo7fv39fyyvNh0tGnldvk681gorPZQvKV35crkuMk5PO6MIxsglX3iizq74Z6c9/FpKf0yuNXNS9a/1B+VWviOonYpkcxzIVLhchXY7HIYM6chzbRsiPy+dG7YIjrzHGmMvBzs5ObTPQR9GHsNvTixcvmth2SPvs2bNOaXvl+8BhI3s21BfafJ9w+QUb5uMEcYpnQ1/yZVnRHzf7BW1mrLLa5MdNj6O8TJZHWm00DBwrP2lIq/IoR2UoP5AevUWUMa09InnTZuSrfMlWGqG24rdr/SHKlAzl4Rd/bhMR85I21oU41VX68AuE44/1wuW2IExkGeihds9tY4wxZnFi/zVE1GfFfmka6nvkVsnaGXcQGzd20ITFhpQT+cIhb/TrxAl14rGDj3LlQMaADIBZUDbp40WCPxoMWb/sB+kQnWTOao9ISX/80oeyo6EI6KKyutSf/MiJkD/WKcqEHJ/ROcJJv1nnMftBebJDpuqW3TS9jDHGzMes5/1FQ/8V+5yuUCfS5z50mazNtGyk6myL6+8Iw1X1OuX6og/5epWaId7qRDehP6gugHqoVzAEzKLNNrQ4M+ujhZx9tkdcHCpu3LhRy+/K0dFRc9QdhrM1dY4TmlrVG0nVQ6GJ+bE4FzStenh4WP9Oe6P669evdfvntuLt3W/fvp28lR3dyofZjTHGXAjYG3fu3KnXzfH8p0+YtvwoQl9B+lWylsZdXH8XoYNXR74MFpXPOi29Sl0yNLgAMOhkyGBsyFApocWZrCMr0Xd75MWkEI2qLpSMxGnoLSoMetDNhFHHNdAmb29vr/60De3Ir/K3cf369fptqBLXrl2rz4sxxpjLCfYG/YSgv2ZwQ4Mss6C/jvmXzVoad8CISraEeU05fw+vtGg/Q/q8eL7EeeVH4khXNpYY1YsjbV1GhjAA8/dzpFMf+gpG0DBw4osEr169qsO78vDhw7p+koFRip+bpk0vGXMYw9lA00gg9Yvtip8RULUjbtqoHWBEIiPqgRx0JS9GbH5Z5bxtaYwxZr3A3mDGTTBwQr/Q5Q1Y+joGD6YN1vRO1fENFs1Ty1WdbxPzk6rBm6Mf5DxaM1adhJMw0gDz3/iJ07FcXoMlOSX5OS1rtNqI6aIsiDpGh7wYl+uMP6cXbe0RKdU1+mmbtnSl8Gn1j2nRm3rpfERdCYd8XnQNRDmkVRsgg/IVFx3pcpzqAMiOcdJBxDicMcaYxSk9s4cIfYL0y/0DfoXlPjH32avgCn+qws0AYJSIEclMW7gpw4gb/1Xl/5I0fT1rFM8YY4xZZ9Z2WnZsYMCV1rQRfuvWrcZnutC2kwlTyDbsjDHGjB0bdwNBI3N6mUIObJDMB2sb9DJFdH671RhjzGXA07LGGGOMMSPCI3fGGGOMMSPCxp0xxhhjzIiwcWeMMcYYMyIGb9zxcWEtiNcHbdfl47HSfVXQLnE7FD79QfltO1gMnXiedQ2oPrxFHD/OPBTQD936gg8nx48n65oaYt2NMcYMg0Ebd3Ti2jqK9z54C3JdOjY6YXRfFRhCeTs23rKl3dbxbVvajx0tAIN1O+z7yidNnj59WscNCa7NPsGoy9ueaTu2Ll9FN8YYczkZtHH35s2bessPGSfasHcdoBPe29trfOcDg62rIctnPjCAxsLHjx/r846Bz7ZgT548aWImk3fv3p2pK6NlFz1C2fe1ST25/o0xxph5GLRxd+PGjXrkInfadHpjhzrnkbjLAgYt5x6uXr1a/z5//rz+FRizGr0i/RBH8owxxpiLYNDGnT7sy8b4cS1ZhlEbpsTk4mgXceQlTPFaEyV/lh3T4mRcxjBg2kx+phFjWF53pXRx/VQuR3ogizrDRmHD+ojKK7VPXp8Vy6NOUUfyKy7mAdLGODnVmeN4DpQ3ysztEdsur6F8+/bt5N69e/UxBhyjdBi6pM2GPn7aCOJ1gnytQSSfdFWbyEV5igPF57ZHpuKiy+Rzq3KUP9c5Ip1L513tLOK54Vj1BIXLRXI7yCFDusdzKuTHxbJg2vk2xhizQr6vAdoUHpc34GVj+RjGxvGkYxP4uOm8NvSNYaDN4rWBPH6lBW0ATDhQljbSB45jejZAlqy4eTBoc+QoC30h65HTlijlly6x7FiejkmneuQ6cNyml+SiH6iMmB/wq6wsAz2UH4iLbUp8JtYHJ9kg+ZJJ/lI6ZEQ9KVP5snzQOZBcpReUk+tNfKwL8dGPPmrbEjG9yld7qPyoQyyfcLUxZcR2jHq11Qvd1Ja4fB4IE1kGeqitJUO6GGOMWS0/n9ZrgDqd3KGpgxHEqwOl44rp1SmpI4LYEcUONLoYH+UpfewohQwGoU4v6yudYjklPSOKj1DnqJvKlww669xhZ6SH2q+kB37pCdkf6xMdMtUG2Ukv4mMbZpChPJQDkik/IE91ELRN1BNim6i9RJaLvNh+OT3gn3YNEBfbMkLaeP4g6ge63gTpcz0jsb2l16x6ltpTebJDJulKcdP0MsYYszwGPS3L1E6cHqz0nVSdSb3AXtNHJZgeaoubxdHRUV0GZUXHCxLAdKHKF1XnW7/8AeTviqbUePuTMubh27dvzVF3dnZ26jWMmjqLbaQw9KA+gpcaKgOinioF1fvmzZv1bwl0Q0ZsPxzr5I6Pj2t5OU7rKOOULKBjnOJDBu0PavOuKF+Ead/Pnz83vunw9i7tp3bjpY/YViW4bqiv6sD10fam69evX5uj7nDtaMoaJ9AR/927d+v2RQeha1nTqoeHh/XvtLeq0a0y1s6cN5ZOTDvfxhhjVs+gjTtQxyO0Di8aN58+fWqOftLWgc6Chfz7+/uN7yzIlTFH53jr1q3Jo0eP6g6WDnVzc7NJORvWiO3t7S30gkg00GZB502nKyNHHT5ru9Rxl3j9+nX9wgLGgnSe1r7Xrl078wkPwQsSlN+md8n4yeeDePSdp+4CgyyjdXqzoP0ol3ajLTjnXc6dPt2CYTzr+igZoNPAUOO8HRwc1H7VBaOOf1LaDFfOIZ/qoR763NA0rl+/Xn+KqMS0822MMWb1DN64o+OJo2QaAaFTUyevjhPo8Olo4qcz5oFRI/LH0SJkx8XjGHN0dIxm0OFrJIQOddqIVgmN1sQ6ZqIuQmXGhfkYGxgHbcYKRhztQ7tlIyIaSrmjpr4ajcGp7DY02ld6GYGyMY5pqwhxbcYP+sR6oit1Ra9Mqa0Exg754rnEz4hmF8iH8R/bogu0F+2BYTyt7TRiqbrqWsaVXq4AnWvaPBtoGkVGTjzf+DHYYz3IPw30RkY+D7T3tPNtjDHmAqge7IOF9TxQGQMn63hKKlcG3qn4qhMqhud1Q9mv8vIaIsqPIJ9w8gvKiumQFWWUyo5pyFt1kPWx9IhpS0gPOXRABuTySItclYGjnpDrq3ZDp1xGdDlOeosYh4tEPXDIotwM4dSl1H6R2HZRdj53sc1xaoMcXiovp5GT3jEst4XyzyKeC+qB/qpDLr8URntB1F9yOEbXfL7lSJfjYjvn8036SIzDGWOMuRiu8Kd6EBvTCqMzmg4XjNowZT5rFG9MMHLHyGyeNi61T4Y0jMzlvBdB27nT6PGsUTxjjDHDZvDTsuZiaZsOZMrtMhl2GESl7eQI7/ISDesGh2DYQZ4SF6wNtGFnjDHrj0fuzEziW5ji4ODg0hkCjNxlA29jY6P1pQUMY61fHNJthkGK3pkvX74MxgA1xhhzfmzcGWOMMcaMCE/LGmOMMcaMCBt3xhhjjDEjwsadMcYYY8yIsHFnjDHGGDMibNwZY4wxxowIG3fGGGOMMSPCxp0xxhhjzIiwcWeMMcYYMyJs3BljjDHGjAgbd8YYY4wxI8LGnTHGGGPMiLBxZ4wxxhgzImzcGWOMMcaMCBt3xhhjjDEjwsadMcYYY8yIsHFnjDHGGDMibNwZY4wxxowIG3fGGGOMMSPCxp0xxhhjzIiwcWeMMcYYMyJs3BljjDHGjAgbd8YYY4wxI2Jh4+7XX3+dXLly5cT98ccfdfi///57Khz3zz//1HGmH2jTv/76q/Gtlt9//712pj90z/z9999NyFloc91jY4LnSKwX1zVt0SfLkNkHnG/04vwbY0wfXPle0RyfGx5ODx48mHz58mXyyy+/NKE/4IHNQ+vdu3dNiFl3MDDev38/2dra8nldIWr37e3tyYsXL5rQ8YER9vTp0/q4h8eTMcZcOjwtuyYw6nlRo3QZDDoMu2kMSV/BPyHTRsWGCG2oEe8u7T4G/vzzz8nu7m7j6866jCTrH95lsWz5fRGvbWNMv9i4WxMePXrUHK0HQ9SX0eV1gg5aI1hmOhgKnz9/bnzDBWPm5cuXja9/li2/L3xtG7NcLsS4Y31JdMBDKYbpP0+t6dMoUFu6SFsa/rPHH0eUYjqt+SG9wjTSIz3iuqBMzBfzirg+MY8yEIdeOKWhHsAxU948DDmmHJUVy5AfHTnOaWP6Un2y/ipfKM+sERLSZH0h1i2GlyAt5cVzGXXN5zjqRB0JU3nSGzDwdIw88kVZ5InomsHF8qWf2jrGQZQp3eTHqe7yk155dLyxsVGnuX37dl1WRHXExWsgoviYRm0S2yvWMZajdlPdVNeYhryEK21JF+kar69YPhCW2z4j3eXUhpTPtcY1N02O9BT40SOeK+WNbUI6iG0uSukgyuSYvDjOJXBu1QaqVwRZyh8dxHbEqU5t8kHnBxfDgbjYtuibIZ50sV5t9cXFMtRusYzStT3tfAjiFRfLl35qtxgXyXqim1Ac7av2km7GrB2suVuUvb09Fsa0uq2trSbl9+/b29un/MTv7u42vu91HPIiBwcHJ78xL/nI3wZxURb5Y1nES3bVMdR+9BM5P2XH+IjyS17WrXqYnZJFnOpCHH6c9CMu1pU0ilNZOMmUP4aRp2t9kEl6QTrSEw6xfOpIXNQvE9MDxzE95Ub5EdISF8uQPrFuWR9+lQ4Xy4eYX+XjVIbKFYTrfIJkRv0krw3SRBnIjOcEWbSB6hDT6zzn/IRJBr/Sv0QuD2J6jmM70a7xOsj5Sat44qRz6TxCPB/Kp7qqXMVHPTgmTOCPeqMT8So36lVC6ZVGfpzk5jLRM8vM5yL6yas6xHyE6zpR3aPe+GO5WQ/KifLw65zoGmmTD+SN1ynxqjNx+GN5maij8um8Si5yVHfpwK/S4RQP0lvt1+V8EK70IJlRv1jPjPQSsQ6Kk0O/3LbGrBPtd/Qc6CaJDxTBTaubNaIbBxdvemTpwQXxxooPgOjiDR9BbnwoRrnEZb1yPTiO5ZM+yogQ3haHjKgH6GEi3ePDEZAV9cvxpQfPLH2nxSOb+OxIX9KfvFG/TNYXWfk8kaatzcjbpUx0k66Sr7CM6iNyG8d88fqMTulL+pUgfawjfuSI2Eb5mpAOsd2yvFl6SKauaeooeYqL5OtqVnk5vkTpfJAnyiE+tgXHMQ/HsR2A/Cp7VjtALhM/+ouSnqRX24HaZdb1EXWL5PMBua5d9ALJwkmvLJ/w3C5Ko/YkPrZ9iVL7omPUE6RrlF/SX+2nNDCt3rPau8v5J22uZ7wmctsBfrWtMevEyqdlNaVw9+5d7tqT4Xlx//79es2Iply+fv1a/wJh1Y1W54vut99+a1KchoXZ1Y16auhdHB0dNUc/uXbtWv17fHxc/86D9C0R6yCuXr1a/3779q3+vWhoj+rBd6ZtOR8l/eehrW2Y8pjWbpn4Jramej5+/Fif477hGuDazO0x79vBrD3UGijqqrWI6D9P3c8L90bVqU2eP39e+2kv3S+la09tvOg5n8WNGzeao9n0df2ch8ePH5+0Hefs5s2b9fGs6+PZs2f1eecaxc3Dw4cP67eiVTfOGedQaPqQMihzGst89qzb/Vhak8l1uAx9jbloVm7cYdRhRExb/Fz9N1U/UHmI3bp1qwn98TDh4TEPlLWzs1M/fHhoRniAltDDbx7QbVpHwwOkFC+D8qLhIbe/v9/4ztLHA/DTp0/N0U9iBzEL2k/tzNq56j/tpX0ShGug7ZzNA8YxcP1xTePn+n79+vXk8PBwcu/evTp+mXD9Y2hwP5WMKsIz169fb46WA/9MzLueadHr5zxwfvTPJoaSypt1fXCeMT64RmGeumJ8c41gzGAwUX40Ylinxj+5XQ2bZT17kLlu92PpGZcHGIwZAxfyQoVGzbhRS0YDRhgPtDdv3pwalVM4HaXguNQ5CY3e0cFFWU+ePKl/48JfyuOhGjsM/edLGRiDlF9arKv/tuMCYOmGDoBhK96+fVv/Nx516gLyptV3Fm31oRPL+pOGOsgAUb05b6TF5cXZGWTwXzftyqJ36S4ZOg8lOG9KL31jeo08YCTNA3Wa1UlwDXB+4jmDtoXa06Du/FMiw0rXCgZeV+MkLyyfB64x6oJREI1JDBA6Ni3CB9qGMBmlENtKLy6cZ6E5sgF5XHfck12gjea5fhZpq4yuA857NHhnXR9qH9peBl6mTU/aiWsljlBl4n3cBvL7fPYs637scr76uB8Z6UTnWN6rV6/qcGNGR/XgWIiqI6jXJchVD+E6vHoQnArHsaZB6yhw5K1u2PpY+QRxeX0ExPylfCWQU1o3kXXMssinOPTETSuP+k2TF+OQJWI4edQmONoBCMdPXNb7P//5zyk/esfzorJm1Sfrr3wQ43TeYnwm6isUJkc92lAdyK/06CCirHgc642LZUgW6aNc8sS2wSlfSV6uxyx0zUZdVKbIba+6qvzSOZ1HD+SRvkSUy3Ek6yU9IOvThuof9Y33o8JwyM/nQuT6xvaMesZwEfOid9fzD9K/RGyDmG+aPIUht1TXHCan8xfjqYd0IBwU19bG8VzF8LbrA5Cd203XKMT2zW2tY1xsh6h31/NRkhfLw01D51JObVQKj361rTHrQi87VAwd/rsb8xf9xwj/XfNf9Tp8u2wdYDSIabh5R2v6gLKZtrsEj5peoL1Y25dHdeNI3Krx/WjMejH6jxjPmn4z5jLAFPBFGHZmPnhelT62TXjpJTBjjCkx2pE71rx8+fKlXj/k/zbXC0ZaWZMlPOJzPmI7ci/kkaBVwIgPa+XERemxTmikM3KRzzHfj8asH5diWtYYY4wx5rIw+mlZY4wxxpjLhI07Y4wxxpgRYePOGGOMMWZE2LgzxhhjjBkRl9a44y2+aV/Z59MD2hcS1/WL/LxZxttupI/5CReUHeNIPy/o11UnY4wxZqjk/hI3xP4t2wV5hyb8bXGZLGvabjPn4VIad/nzDCXY5oYXieX4hMOsk8XFyLZBbN3EZwv29vbqcH7jR5T5EOnu7m79eQNkx62eusLnJPh2GRcFF4kxxhizbmDU0JfF/pY+M281NwTYHzzqGfd3ZgCHfl9x9NFxUCcTbQzsgbgNZB9cSuNOxtUs4oga6ad9Z4qT+Pjx41NfkMdoIx/frIoGGMd9fO1d+1YO8SYwxhhjupA/sM5e3OzBPSTot7U/eIkPHz7UNoDY3NxsHXghPPb/2vO7Lf158Jq7Fmj4OKK2v79/6sRF+M+Dj3yWtgYijBG6aMFzzH8qfcBNgXHHaKQxxhizTpR2zqE/HdqOOozaMePXNoXKzB12QqTtg+05/Pj4eLK9vd3rB957Me6YrsRg0by5Rrzi2rI4f451qnAaKRom+BWHi5ZsnM/GxQZGfixPceilsKiDiLpEAyyCrPfv3xeNN3jz5k19Ytp49uxZnZ92kV6lCzfqGqeAp7UX8B8CI4HGGGPMOkM/Oa0/vSiePHlST6EyZcwUal6mtbOzU/fz9OP02QzgdNnTnrTYCL3vf18puxBbW1vscFG7L1++NKHfv+/u7tZOkA6nY6Xd2Ng4SXdwcHCSBgiXilWDnhxDlIcM6RCpLpBT8ohXWZJNXsjyI8hBtzZiHdpAD5UX20lQBjoI0hEG5C21lyAO2SW5xhhjzLowq78dAupzY58NsiNkV8xCdohcn/QiDeNDhoigclHpqDzpo9ElkFHKk0+0ZEcZ2eiZZfCQNp4AymhLn+uWIV8+yRnp02YEEped9GtrLyHZQ78hjDHGmGnQl60D9OXZNqCfVn88Tz1k+7TZB+dhaWvuqgrWrirjlAMNX2qqUVOv/FZG0pk8msLUtC8LF6vGqMPaYA67D5gGZTh2UTSXfv369fo3ovrnemvBZVt7GWOMMWNhqFOyJW7dutUc/YDp2Dt37tR9Pf13ZegVl4KVYEqW9H2yNONuY2Njcnh42PhOg7FG5TH+gLRAo/CWTAkajoYiX5dFh1evXq1/FzXyPn36NLM89P/69Wvjmx/J13q8TFt7ZVRnY4wxZt2g/2cN+TqAbRB15SWQOHiDwUaf3XUwBjugNPhzXpZm3PFmaf4EiF5YYCEi4VRGBgvw6jMNFD9BEl9CiK8OM3o3DWRjCedvx0iHrrS9RBHhbdWjo6PGdz74b6VN17b2EhjRGHwyEo0xxph1g/7/PN99XTXYJLwZG3XF3mCWTczTLyMPm6bXun9fkEr5k/ll5psjmkeW07o0rXdTeFwrpgWJcsiAyqg5E85vlKPwCDrFeOSU9Ip+6aMyc70yWq/XBvWN8tG5RNZVekxrL6A+fc7VG2OMMauEfjj330Mh2x9tNkHsp3M/j19h2eaYZWOchyv8qYSbBWGUjQ8cdhnp6xNG9KoLpp62NcYYY4yxcdcjTJ8yBNv792paYCiXqVymaj0la4wxxhjoZNzxhqYxxhhjjBk+HrkzxhhjjBkR3lvWGGOMMWZE2LgzxhhjjBkRNu6MMcYYY0aEjTtjjDHGmBFh484YY4wxZjRMJv8/FcZwGYoobWQAAAAASUVORK5CYII=\"\u003e\u003c/p\u003e\n\n\u003cdiv align=\"left\" class=\"colspec\"\u003e\u003c/div\u003e\n\u003ctable id=\"Tab5\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003e\u003cem\u003eOpen-Ended Comments: Best and Least Favorite Parts of the Program\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eBest Part of Participating\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThe Data and Research Process\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; The process from start to post award\u003c/p\u003e\n \u003cp\u003e\u0026bull; Opportunity to look at the data\u003c/p\u003e\n \u003cp\u003e\u0026bull; Data and information gained.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLearning and Awareness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; Learning more about those we serve and their experiences\u003c/p\u003e\n \u003cp\u003e\u0026bull; It gave our [population a broader] understanding about their health and the impact of life stressor [sic] on their health\u003c/p\u003e\n \u003cp\u003e\u0026bull; Increased awareness of research needs and more effective and humane methods to involve the community.\u003c/p\u003e\n \u003cp\u003e\u0026bull; Good to know people are looking into certain topics\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eImpact on Community\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; Research to action!\u003c/p\u003e\n \u003cp\u003e\u0026bull; The positive reception of the individuals involved in the study, which shows the need for the work being done.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eConfidence and Empowerment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; Gaining self-confidence that my knowledge, lived experience, and training are valuable.\u003c/p\u003e\n \u003cp\u003e\u0026bull; I was able to use my skills at a community connector to make a bigger impact on the pilot project.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDissemination and Findings\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; The dissemination event specific to the findings of the research project\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eLeast Favorite Part of Participating\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTime and Effort\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; Making the time to gather the data needed\u003c/p\u003e\n \u003cp\u003e\u0026bull; All the meetings\u003c/p\u003e\n \u003cp\u003e\u0026bull; It took time away from staff daily responsibilities\u003c/p\u003e\n \u003cp\u003e\u0026bull; I ended up being overwhelmed with the amount of involvement in the program and have since learned to speak up about time boundaries.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDissemination\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; The lack of understanding \u0026hellip;of the results and or the attempt to make system changes\u003c/p\u003e\n \u003cp\u003e\u0026bull; Rehashing the reasons why we were doing it in the first place.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eProcess Frustrations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; Not having control over Zoom meetings for our group\u003c/p\u003e\n \u003cp\u003e\u0026bull; Getting folks to value community input.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003c/p\u003e\n\u003cp\u003e[INSERT Table \u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e ABOUT HERE]\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 3: CBRN Meetings Bridged Academics and Communities\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTable \u003cspan class=\"InternalRef\"\u003e6\u003c/span\u003e Eight respondents responded that they attended the CBRN meetings, four responded that they did not. Respondents who did not attend said the meeting time did not work for their schedule. Some open-ended comments were very enthusiastic including, \u0026ldquo;I love the CBRN, it has truly changed my life,\u0026rdquo; and \u0026ldquo;It has been a really good opportunity to build my skills and learn new information.\u0026rdquo; Other comments talked about enjoying the CBRN \u0026ldquo;and the continued engagement.\u0026rdquo; One partner said the CBRN meetings helped keep maintain communication and connection to the ESI who regularly presented at the CBRN meetings. \u0026ldquo;I could be reassured like \u0026lsquo;Oh I\u0026apos;ll see [investigator] later this week.\u0026rsquo;\u0026rdquo; However, some community members were not clear that they had been expected to attend CBRN meetings, suggesting a need for better communication (from the program and/or within the CAP). Respondents had suggestions for how make the CBRN meetings be more relevant and/or engaging for community members, including \u0026ldquo;Allow a quarterly opportunity for community members to come and share what they are seeing in their communities\u0026rdquo; and another wrote that it would be interesting for the pilot study participants to come back and share the findings.\u003c/p\u003e\n\u003cp\u003e[INSERT Table \u003cspan class=\"InternalRef\"\u003e6\u003c/span\u003e ABOUT HERE]\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003ePPI defined as community partners involved in a CAP focused on addressing health disparities shared their experiences in surveys and focus groups, emphasizing how valuable it had been to work with ESIs in a new way, the importance of communication, and the importance of inclusive but also reciprocal engagements in their relationships with ESIs. Our study directly captures the often-unheard voices of community partners in the specific context of collaborations with ESIs, and their experiences offer insights for the designing and implementation of similar programs. Trust and shared commitment formed the bedrock of meaningful and effective collaboration\u0026mdash;echoing findings and principles from the CEnR literature (Ahmed et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Drahota et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Woods-Jaeger et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). However, it also points to the need for careful alignment between partners\u0026rsquo; goals, values, expectations and the specific needs of the community. These findings add to the literature by emphasizing the importance of intentional and strategic partner selection, which could influence the outcomes of CEnR initiatives. While our study had a unique focus on community partners\u0026rsquo; experiences in partnerships with ESIs, the findings are quite similar to the dynamics, challenges, and benefits of these collaborations of those involving more established researchers.\u003c/p\u003e\u003cp\u003e\u003cb\u003eCentering Respect and Inclusion in CAPs\u003c/b\u003e\u003c/p\u003e\u003cp\u003ePrevious research indicates that successful CEnR is influenced by various contextual factors, including historical trust or mistrust, environmental contexts, and policy frameworks (Ortiz et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The community partners in our study also emphasized the importance of these factors, particularly in their experiences with inclusivity, empowerment, and intentional engagement with their ESIs. Partners felt that both they and their client populations were genuinely included and respected in the research process, and their ESIs sought out and valued their expertise. This mutual respect helped balance traditional power dynamics and supported community partners\u0026rsquo; sense of ownership over and engagement with the work. These findings reflect prior research emphasizing the importance of reciprocal commitment in CEnR, where community knowledge is treated as essential rather than supplemental (National Academies of Sciences, Engineering, and Medicine, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Ward et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Community partners\u0026rsquo; emphasis on power dynamics is evident in how much they appreciated academic partners\u0026rsquo; efforts to create equitable relationships. However, contrary to prior research, we found that research had helped uncover unintentional harms the community organization had been doing to its population. To our knowledge, this finding is novel and points to the unique perspective and approach an outside researcher (or evaluator) who focuses on inclusivity can bring.\u003c/p\u003e\u003cp\u003e\u003cb\u003eCommunication Facilitates Trust\u003c/b\u003e\u003c/p\u003e\u003cp\u003eOur findings suggest trust is not a byproduct of collaboration but a foundational element to intentionally cultivate through communication, and historical mistrust of research\u0026ndash;particularly among marginalized communities affected by health disparities\u0026ndash;can threaten that foundation. In this study, regular, clear communication was critical to sustaining community partners\u0026rsquo; engagement and increasing their trust, confirming previous findings (Ahmed et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Hallmark et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). From regular updates to shared dissemination strategies, communication practices\u0026mdash;in part facilitated by the pilot program\u0026rsquo;s staff\u0026mdash;encouraged transparency, reinforced accountability, and ensured partners stayed informed of projects\u0026rsquo; progress. These practices mirror what other research has found to be facilitators of effective CAPs (Ahmed et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Drahota et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Hallmark et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Communication served not only to build trust but also to ensure research findings\u0026rsquo; relevance for the community.\u003c/p\u003e\u003cp\u003eWe also believe the CBRN\u0026rsquo;s built-in structural support helped facilitate the CAPs. While other research has reported time and role clarity are common barriers in CAPs (Ahmed et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Drahota et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), the study\u0026rsquo;s focus group participants did not express major concerns in these areas, but some survey participants indicated that time commitment posed challenges. It is possible that the majority positive experiences reflect the programmatic supports that helped facilitate smoother collaboration, however, programs might need to consider structural supports and ensure there is clarity regarding workload distribution.\u003c/p\u003e\u003cp\u003e\u003cb\u003eSustaining the Work: Benefitting the Community Long-Term\u003c/b\u003e\u003c/p\u003e\u003cp\u003e The most striking findings in this study were the community partners\u0026rsquo; deep value of the translational potential of their projects and how much they cared about ensuring their projects\u0026rsquo; benefits were not only used but sustained to benefit for their community members/clients. Community partners\u0026rsquo; enthusiasm stemmed in part from feeling their clients were respected, an important elements of successful CEnR (Matthews et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Community partners were invested in ensuring the work would benefit their communities in concrete and lasting ways beyond the research project (London \u0026amp; Glass, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This aligns with the scholars\u0026rsquo; calls for more CEnR sustainability planning, including ensuring community partners have ongoing access to findings, capacity-building supports, and continued relationships (Ahmed et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; C. Collins et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Matthews et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Community partners, who are deeply engaged with their work expect not just temporary collaboration, but continuity and dissemination strategies that fit with their skills and their desire to effect social change (London \u0026amp; Glass, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cb\u003eLimitations\u003c/b\u003e\u003c/p\u003e\u003cp\u003eWhile this study provides valuable insights into community partners\u0026rsquo; experiences in CAPs, it also has several limitations. First, the focus group sample size was small, with only six community partners, and only those who participated in the first year of a five-year project, which limits the generalizability of the findings. Although the focus groups were chosen to explore areas where community partners\u0026rsquo; experiences converged and diverged, the limited sample might not capture the full range of perspectives within the broader community of similar partnerships. Second, the interviews were conducted on Zoom (and one by phone), due to the COVID-19 pandemic which could have influenced the depth and nature of the interactions compared to in-person interviews, especially because of how new the platform was at that time.\u003c/p\u003e\u003cp\u003eThird, our study has some specific context issues to consider. First, we reported on community partners\u0026rsquo; experiences who were involved in a particular program in Cleveland, Ohio. The program\u0026rsquo;s unique characteristics, including the support CHEEER provided, might not be representative of other CAPs in different settings or with different structures. Also, all participants were women, which means the study does not capture the men\u0026rsquo;s perspectives. It is possible that gender influences experiences in CAPs, and the absence of men\u0026rsquo;s voices could result in only partially understanding partnership dynamics. Next, our focus on community partners\u0026rsquo; experiences with ESIs meant we did not have a comparison group of more experienced investigators, so we cannot say that ESIs were more open to equitable collaboration and/or recognizing community partners\u0026rsquo; knowledge and expertise than more experienced investigators.\u003c/p\u003e\u003cp\u003eFinally, the surveys were administered only at the end of the program, so we do not have baseline data with which to compare end-of-program findings. We therefore cannot make causal inferences about program effects. Also, while some community partners reported some organizational changes came about because of their collaboration, we did not collect data on what specific processes shifted and what influenced those changes. Unpacking such processes could provide insight for how we can work to strengthen partnership models.\u003c/p\u003e\u003cp\u003e\u003cb\u003eImplications\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis study\u0026rsquo;s findings have several implications for programs and researchers seeking to support and engage in CAPS. Programs should recognize that community partners place value on research findings that directly impacts their practice, a central goal of CEnR (Horowitz et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Establishing and maintaining trust through communication, engagement, and inclusive practices and building environments where community partners feel valued and heard can lead to more meaningful and effective collaborations. Regular updates, joint dissemination activities, and involving community partners in all research phases lay the foundation for the trust and reciprocity that are essential for effective collaboration.\u003c/p\u003e\u003cp\u003eOur findings indicate intentionality in partnership formation is important to community organizations, and community partners should seek partnership with academic investigators whose goals, values, and needs align with their work. Such alignment should ensure that, even if one partner\u0026rsquo;s primary interest might differ, they should be compatible to ensure the research is both relevant and useful to both partners. Involving academic investigators with lived experience or a deep understanding of the community can enhance the research's relevance and impact, as they might be more attuned to the community's specific challenges and opportunities (Andress et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). While our work focused on ESIs, the partnership issues that mattered to the community were consistent with past research on CEnR and not unique to ESIs.\u003c/p\u003e\u003cp\u003eLong-term sustainability of research outcomes was also important to the community partners. Academic institutions and funding bodies should consider providing ongoing support and resources to community partners to help them continue to apply and build on the research findings. This could include providing training on how to use data to advocate for funding, develop programs, and influence policy, and ensuring that research materials are accessible and relevant to community stakeholders. Developing sustainability plans from the beginning of the program and codifying plans in memoranda of understanding (MOUs). Building sustainability plans into CAPs could help both partners while continuing to support the community organization\u0026rsquo;s priorities early in the relationship. Institutional policies within both academia and community organizations should value and support longer-term investments in CEnR. Programs should consider providing capacity-building support to ensure the community can move beyond immediate research outcomes to ensure findings inform practice and policy after the project ends. Community partners\u0026rsquo; suggestions for ongoing support, accessible materials, training, and strategic planning for securing future funding were consistent with past research (Ahmed et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Sandy \u0026amp; Holland, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study contributes to a growing body of CEnR literature by detailing community members\u0026rsquo; experiences with CAPs in the context of health disparities-focused research. The findings underscore the importance of trust, communication, and shared power in successful partnerships, the valuable practical applications of research findings, and highlight the importance of sustaining impact beyond the scope and time frame of a single project. CAPs and programs that support them might explore agencies\u0026rsquo; interests in sustaining the research and ensuring the findings are useful. As CEnR continues to evolve, the findings can help guide the development of effective and impactful partnerships that truly benefit the communities they aim to serve.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cul\u003e\n \u003cli\u003e\u003cstrong\u003eEthics approval.\u0026nbsp;\u003c/strong\u003eEthics approval was obtained from Cleveland State University\u0026apos;s Institutional Review Board (IRB) (focus group) and MetroHealth\u0026rsquo;s IRB (survey). All participants provided written consent to participate. \u0026nbsp;\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eConsent for publication.\u0026nbsp;\u003c/strong\u003eN/A \u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eAvailability of data and materials.\u0026nbsp;\u003c/strong\u003eData are available on request. \u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eCompeting Interests.\u0026nbsp;\u003c/strong\u003eNo authors declare competing or conflicts of interest. \u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eFunding.\u0026nbsp;\u003c/strong\u003eThis research was funded by the National Institutes of Health/NCMHD U54 MD002265. \u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eAuthor contributions.\u0026nbsp;\u003c/strong\u003eAll authors contributed to the manuscript in a manner consistent with authorship. CC designed the study, created data collection tools, performed the analyses, and wrote up the findings. JD, JDT, and AS designed the program, ran the program, and recruited participants. JD and MSR contributed to the analysis. JD, AS, and JDT provided substantial suggestions for manuscript edits. All authors read and approved the final manuscript. \u0026nbsp;\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eAcknowledgments.\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eWe thank the community organizations in the who participated for their feedback and engagement in contributing to this project.\u003c/li\u003e\n\u003c/ul\u003e\n"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAhmed, S. M., Maurana, C., Nelson, D., Meister, T., Young, S. N., \u0026amp; Lucey, P. (2016). Opening the black box: Conceptualizing community engagement from 109 community-academic partnership programs. \u003cem\u003eProgress in Community Health Partnerships: Research, Education, and Action\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e(1), 51\u0026ndash;61. https://doi.org/10.1353/cpr.2016.0019\u003c/li\u003e\n\u003cli\u003eAndress, L., Hall, T., Davis, S., Levine, J., Cripps, K., \u0026amp; Guinn, D. (2020). Addressing power dynamics in community-engaged research partnerships. \u003cem\u003eJournal of Patient-Reported Outcomes\u003c/em\u003e, \u003cem\u003e4\u003c/em\u003e, 24. https://doi.org/10.1186/s41687-020-00191-z\u003c/li\u003e\n\u003cli\u003eBraun, V., \u0026amp; Clarke, V. (2006). Using thematic analysis in psychology. \u003cem\u003eQualitative Research in Psychology\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(2), 77\u0026ndash;101. https://doi.org/10.1191/1478088706qp063oa\u003c/li\u003e\n\u003cli\u003eCollins, C. C., Rizkallah, M. 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National Academies Press (US). http://www.ncbi.nlm.nih.gov/books/NBK395983/\u003c/li\u003e\n\u003cli\u003eOrtiz, K., Nash, J., Shea, L., Oetzel, J., Garoutte, J., Sanchez-Youngman, S., \u0026amp; Wallerstein, N. (2020). Partnerships, processes, and outcomes: A health equity-focused scoping meta-review of community-engaged scholarship. \u003cem\u003eAnnual Review of Public Health\u003c/em\u003e, \u003cem\u003e41\u003c/em\u003e, 177\u0026ndash;199. https://doi.org/10.1146/annurev-publhealth-040119-094220\u003c/li\u003e\n\u003cli\u003eSandy, M., \u0026amp; Holland, B. A. (2006). Different worlds and common ground: Community partner perspectives on campus-community parnerships. \u003cem\u003eMichigan Journal of Community Service Learning\u003c/em\u003e, \u003cem\u003e13\u003c/em\u003e(1), 30\u0026ndash;43.\u003c/li\u003e\n\u003cli\u003eWard, M., Schulz, A. J., Israel, B. A., Rice, K., Martenies, S. E., \u0026amp; Markarian, E. (2018). A conceptual framework for evaluating health equity promotion within community-based participatory research partnerships. \u003cem\u003eEvaluation and Program Planning\u003c/em\u003e, \u003cem\u003e70\u003c/em\u003e, 25\u0026ndash;34. https://doi.org/10.1016/j.evalprogplan.2018.04.014\u003c/li\u003e\n\u003cli\u003eWoods-Jaeger, B., Daniel-Ulloa, J., Kleven, L., Bucklin, R., Maldonado, A., Gilbert, P. A., Parker, E. A., \u0026amp; Baquero, B. (2021). Building leadership, capacity, and power to advance health equity and justice through community-engaged research in the midwest. \u003cem\u003eAmerican Journal of Community Psychology\u003c/em\u003e, \u003cem\u003e67\u003c/em\u003e(1\u0026ndash;2), 195\u0026ndash;204. https://doi.org/10.1002/ajcp.12462\u003cstrong\u003e\u003cstrong\u003e\u003c/strong\u003e\u003c/strong\u003e\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Table 2 and 4,6","content":"\u003cp\u003eTable 2 and 4,6 are available in the Supplementary Files section.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"research-involvement-and-engagement","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"riae","sideBox":"Learn more about [Research Involvement and Engagement](http://researchinvolvement.biomedcentral.com/)","snPcode":"40900","submissionUrl":"https://submission.nature.com/new-submission/40900/3","title":"Research Involvement and Engagement","twitterHandle":"@MedicalEvidence","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"BMC/SO AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Patient and public involvement (PPI), community-engaged research (CEnR), community-academic research partnerships (CAPs), research impact on practice","lastPublishedDoi":"10.21203/rs.3.rs-7086698/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7086698/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study explores health disparities-focused community partners' experiences participating in a community-academic research partnership in Cleveland, Ohio with early-stage investigators (ESIs).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods.\u003c/strong\u003e Anonymous surveys (n = 13), a focus group (n = 5), and one individual interview were conducted with community partners to explore their experiences.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e. Through thematic analysis, we identified three key themes that contribute to the success and sustainability of such partnerships. The three themes included: The Project had a Transformative Impact on Practice; Partner Relationships Supported their Collaboration (with three sub-themes: Brought Unique Perspectives; Trust was Built Through Communication, Engagement \u0026amp; Inclusivity, and Reciprocal Relationships); and CBRN Meetings Bridged Academics and Communities. The two themes encapsulated the community partners' desire to ensure the research findings were sustainable and would lead to lasting change, their relationships and trust for their ESI partners, and how specific partnership dynamics can be used to enhance collaborative efforts. The findings also highlight challenges including the need for clear communication and the usefulness of program support.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion.\u003c/strong\u003e The findings contribute to the broader literature on community-engaged research, emphasizing the importance of power-sharing, trust-building, and communication in partnerships aiming to affect health equity through collaborative research.\u003c/p\u003e","manuscriptTitle":"Community Perspectives on Partnering with Early-Stage Investigators in Pilot Research","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-22 14:29:56","doi":"10.21203/rs.3.rs-7086698/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-08-26T08:19:51+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-12T00:14:02+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-08T17:20:50+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-06T17:28:58+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"76681647354007630205794217031347118512","date":"2025-07-30T19:54:26+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"194882475903047754848051821351925787050","date":"2025-07-30T16:50:38+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"100633534771148562528104665105114235573","date":"2025-07-28T23:27:05+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"177205088996768549987961355894577140550","date":"2025-07-20T21:50:08+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"254849752561692260765962790550822962146","date":"2025-07-18T16:36:40+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-07-18T16:10:40+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-17T05:54:33+00:00","index":"","fulltext":""},{"type":"submitted","content":"Research Involvement and Engagement","date":"2025-07-11T19:02:54+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"research-involvement-and-engagement","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"riae","sideBox":"Learn more about [Research Involvement and Engagement](http://researchinvolvement.biomedcentral.com/)","snPcode":"40900","submissionUrl":"https://submission.nature.com/new-submission/40900/3","title":"Research Involvement and Engagement","twitterHandle":"@MedicalEvidence","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"BMC/SO AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"e89f5a71-3f4a-4d09-a30e-520e785c5f99","owner":[],"postedDate":"July 22nd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2026-01-12T16:10:29+00:00","versionOfRecord":{"articleIdentity":"rs-7086698","link":"https://doi.org/10.1186/s40900-025-00821-0","journal":{"identity":"research-involvement-and-engagement","isVorOnly":false,"title":"Research Involvement and Engagement"},"publishedOn":"2026-01-10 15:59:12","publishedOnDateReadable":"January 10th, 2026"},"versionCreatedAt":"2025-07-22 14:29:56","video":"","vorDoi":"10.1186/s40900-025-00821-0","vorDoiUrl":"https://doi.org/10.1186/s40900-025-00821-0","workflowStages":[]},"version":"v1","identity":"rs-7086698","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7086698","identity":"rs-7086698","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}