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The future of social work research relies on the intellect and competence of current doctoral students. These future scholars who receive doctoral education that values qualitative inquiry will create a system where qualitative research traditions receive the same privilege as quantitative research traditions. Project-based learning provides learning opportunities that can challenge assumptions about what academia considers "real" research. This descriptive qualitative study explored key attributes of using project-based learning within two consecutive social work doctoral courses to encourage qualitative research skill development. Students and instructors participated in ideawriting and focus groups to assess the usefulness of PBL within these courses. The findings suggested that PBL may be useful for deepening knowledge about qualitative inquiry and reducing epistemological unconsciousness.

Objectives: This article describes the process used to adapt the only group-based, computer-assisted, HIV/sexually transmitted infections (STI) prevention intervention designed for drug-using Black women in community corrections using an integrated health equity ADAPT-ITT framework with a peer engagement lens. Methods: Key adaptation partners included cisgender, drug-using Black women in community corrections, and Black, female, community reentry providers slated to deliver the adapted intervention. Focus groups and a study pilot were held. Results: The resulting intervention, Empowering African-American Women on the Road to Health (E-WORTH), features HIV/STI-specific Afrocentric themes of risk and resiliency tailored for and by Black women in the criminal legal system. Evaluation of E-WORTH confirms its cultural resonance. Participants had a 54% lowered odds of testing positive for any STI and reported 38% fewer acts of condomless vaginal or anal intercourse at 12-month follow-up. Conclusions: Findings underscore the need to develop an adaptation model that is explicitly health equity in focus.