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APHA Scientific Session and Event Listing

Micaela H. Coady, MS¹, Tinka Markham Piper, MPH, CSW¹, Ebele O. Benjamin, MPH¹, Sarah Sisco, MPH, MSW², Princess Fortin, MPH¹, and Monique Kusick¹. (1) Center for Urban Epidemiologic Studies, New York Academy of Medicine, 1216 Fifth Avenue, New York, NY 10029, 212-822-7277, mcoady@nyam.org, (2) Social Work Leadership Institute, New York Academy of Medicine, 1216 Fifth Avenue, New York, NY 10029

Despite the wealth of literature in the project management field, there is a paucity of information regarding the role of project management in public health, and particularly in an urban public health academic research environment. The Center for Urban Epidemiologic Studies (CUES) at The New York Academy of Medicine conducts collaborative, multi-disciplinary, population-based research with a focus on low-income, disadvantaged populations in NYC. Current studies address HIV and other infectious diseases, substance abuse, asthma, fatal injuries, cardiovascular health, and the role of social determinants of health. The seven masters-level CUES Project Directors (PDs) assume responsibilities in three general areas: project management, personnel management and academic research. Monthly PD meetings and representation among senior CUES staff has successfully created a strong network of PDs and facilitated efficient resource-sharing and project planning. Three case examples are used to illustrate different areas of CUES research and outline important project management tools used by PDs. In work with our (i) community research board, the Harlem Community and Academic Partnership (HCAP): management skills are used to establish and sustain community relations; (ii) CUES storefront research clinics: project materials (checklists, screeners) were created to organize and streamline multiple studies at one study site; (iii) Project VIVA (a flu vaccine distribution study): management tools were used to make quick programmatic changes following the 2004 vaccine shortage. The PD role, both within studies and within CUES, will be discussed. Specific project management tools and skills, and overall lessons learned, will also be described.

Learning Objectives:

• Describe the role and responsibilities of the CUES Project Director
• Articulate lessons learned from three specific case examples used to illustrate project management in a public health research setting
• Generalize project management tools and skills to other research studies or settings

Presenting author's disclosure statement:

Not Answered