Lawmakers' use of scientific evidence can be improved.


Journal

Proceedings of the National Academy of Sciences of the United States of America
ISSN: 1091-6490
Titre abrégé: Proc Natl Acad Sci U S A
Pays: United States
ID NLM: 7505876

Informations de publication

Date de publication:
02 03 2021
Historique:
entrez: 17 2 2021
pubmed: 18 2 2021
medline: 10 8 2021
Statut: ppublish

Résumé

Core to the goal of scientific exploration is the opportunity to guide future decision-making. Yet, elected officials often miss opportunities to use science in their policymaking. This work reports on an experiment with the US Congress-evaluating the effects of a randomized, dual-population (i.e., researchers and congressional offices) outreach model for supporting legislative use of research evidence regarding child and family policy issues. In this experiment, we found that congressional offices randomized to the intervention reported greater value of research for understanding issues than the control group following implementation. More research use was also observed in legislation introduced by the intervention group. Further, we found that researchers randomized to the intervention advanced their own policy knowledge and engagement as well as reported benefits for their research following implementation.

Identifiants

pubmed: 33593938
pii: 2012955118
doi: 10.1073/pnas.2012955118
pmc: PMC7936366
pii:
doi:

Types de publication

Journal Article Research Support, N.I.H., Extramural Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Subventions

Organisme : NICHD NIH HHS
ID : P50 HD089922
Pays : United States

Déclaration de conflit d'intérêts

The authors declare no competing interest.

Références

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Auteurs

D Max Crowley (DM)

Evidence-to-Impact Collaborative, Pennsylvania State University, University Park, PA 16802; dmc397@psu.edu.

J Taylor Scott (JT)

Evidence-to-Impact Collaborative, Pennsylvania State University, University Park, PA 16802.

Elizabeth C Long (EC)

Evidence-to-Impact Collaborative, Pennsylvania State University, University Park, PA 16802.

Lawrie Green (L)

Evidence-to-Impact Collaborative, Pennsylvania State University, University Park, PA 16802.

Azaliah Israel (A)

Evidence-to-Impact Collaborative, Pennsylvania State University, University Park, PA 16802.

Lauren Supplee (L)

Child Trends, Bethesda, MD 20814.

Elizabeth Jordan (E)

Child Trends, Bethesda, MD 20814.

Kathryn Oliver (K)

Transforming Evidence, London School of Hygiene & Tropical Medicine, London, WC1H 9SR, United Kingdom.

Shannon Guillot-Wright (S)

Department of Obstetrics & Gynecology, University of Texas Medical Branch, Galveston, TX 77550.
Center for Violence Prevention, University of Texas Medical Branch, Galveston, TX 77550.

Brittany Gay (B)

Department of Psychology, University of Maryland, Baltimore County, Baltimore, MD21250.

Rachel Storace (R)

Evidence-to-Impact Collaborative, Pennsylvania State University, University Park, PA 16802.

Naomi Torres-Mackie (N)

Teachers College, Columbia University, New York, NY 10027.

Yolanda Murphy (Y)

Evidence-to-Impact Collaborative, Pennsylvania State University, University Park, PA 16802.

Sandra Donnay (S)

The Racial Equity Initiative, Skillman, NJ 08558.

Jenna Reardanz (J)

Department of Psychology, University of Alabama, Tuscaloosa, AL 35487-0348.

Rebecca Smith (R)

Department of Psychology, Virginia Commonwealth University, Richmond, VA 23238.

Kristina McGuire (K)

Department of Psychology, Virginia Commonwealth University, Richmond, VA 23238.

Elizabeth Baker (E)

Department of Psychology, University of Calgary, Calgary, Alberta, Canada T2N 1N4.

Ana Antonopoulos (A)

Georgetown University Medical School, Washington, DC20007.

Mary McCauley (M)

Evidence-to-Impact Collaborative, Pennsylvania State University, University Park, PA 16802.

Cagla Giray (C)

Evidence-to-Impact Collaborative, Pennsylvania State University, University Park, PA 16802.

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Classifications MeSH