Mutual capacity building model for adaptation (MCB-MA): a seven-step procedure bidirectional learning and support during intervention adaptation

Helen E. Jack, Division of General Internal Medicine, Department of Medicine, University of Washington, Harborview Medical Center, Box 359780, Seattle, Washington, 325 9th Ave98104, USA. hjack@uw.edu.
Ali Giusto, Department of Psychiatry, Columbia University Irving Medical Center, New York State Psychiatric Institute, 1051 Riverside Dr, New York, NY, 10032, USA.
Alexandra L. Rose, Department of Psychology, University of Maryland, 4094 Campus Dr, College Park, MD, 20742, USA.
Rukudzo Mwamuka, Graduate School for Health Sciences, University of Bern, Uni Mittelstrasse, Mittelstrasse 43, Bern, 3012, Switzerland.
Imani Brown, Department of Psychology, University of Maryland, 4094 Campus Dr, College Park, MD, 20742, USA.
Tarisai Bere, Mental Health Department, Faculty of Medicine, University of Zimbabwe, Mazowe Street, Avondale, Harare, Zimbabwe.
Ruth Verhey, Friendship Bench Zimbabwe, 4 Weale Rd, Harare, Zimbabwe.
Milton Wainberg, Department of Psychology, University of Maryland, 4094 Campus Dr, College Park, MD, 20742, USA.
Bronwyn Myers, Mental Health, Alcohol, Substance Use, and Tobacco Research Unit, South African Medical Research Council, Parow, South Africa.
Brandon Kohrt, Center for Global Mental Health Equity, The George Washington University School of Medicine and Health Sciences, 2120 L Street NW, 6th Floor, Washington, DC, 20037, USA.
Gina Wingood, Mailman School of Public Health, Columbia University, 722 West 168th Street, New York, NY, 10032, USA.
Ralph DiClemente, School of Global Public Health, New York University, 708 Broadway, New York, NY, 10003, USA.
Jessica F. Magidson, Department of Psychology, University of Maryland, 4094 Campus Dr, College Park, MD, 20742, USA.

Document Type

Journal Article

Publication Date

7-2-2024

Journal

Global health research and policy

Volume

9

Issue

1

DOI

10.1186/s41256-024-00369-8

Keywords

Bidirectional learning; Capacity building; Cultural consciousness; Global health; Intervention adaptation; Partnership

Abstract

Global health reciprocal innovation emphasizes the movement of technologies or interventions between high- and low-income countries to address a shared public health problem, in contrast to unidirectional models of "development aid" or "reverse innovation". Evidence-based interventions are frequently adapted from the setting in which they were developed and applied in a new setting, presenting an opportunity for learning and partnership across high- and low-income contexts. However, few clear procedures exist to guide researchers and implementers on how to incorporate equitable and learning-oriented approaches into intervention adaptation across settings. We integrated theories from pedagogy, implementation science, and public health with examples from experience adapting behavioral health interventions across diverse settings to develop a procedure for a bidirectional, equitable process of intervention adaptation across high- and low-income contexts. The Mutual capacity building model for adaptation (MCB-MA) is made up of seven steps: 1) Exploring: A dialogue about the scope of the proposed adaptation and situational appraisal in the new setting; 2) Developing a shared vision: Agreeing on common goals for the adaptation; 3) Formalizing: Developing agreements around resource and data sharing; 4) Sharing complementary expertise: Group originating the intervention supporting the adapting group to learn about the intervention and develop adaptations, while gleaning new strategies for intervention implementation from the adapting group; 5) Reciprocal training: Originating and adapting groups collaborate to train the individuals who will be implementing the adapted intervention; 6) Mutual feedback: Originating and adapting groups share data and feedback on the outcomes of the adapted intervention and lessons learned; and 7) Consideration of next steps: Discuss future collaborations. This evidence-informed procedure may provide researchers with specific actions to approach the often ambiguous and challenging task of equitable partnership building. These steps can be used alongside existing intervention adaptation models, which guide the adaptation of the intervention itself.

Department

Psychiatry and Behavioral Sciences

Link to Full Text

Share

COinS