Building capacity for integrated knowledge translation: a description of what we can learn from trainees’ experiences during the COVID-19 pandemic

Abstract

The use of collaborative health research approaches, such as integrated knowledge translation (IKT), was challenged during the COVID-19 pandemic due to physical distancing measures and transition to virtual platforms. As IKT trainees (i.e. graduate students, postdoctoral scholars) within the Integrated Knowledge Translation Research Network (IKTRN), we experienced several changes and adaptations to our daily routine, work and research environments due to the rapid transition to virtual platforms. While there was an increased capacity to communicate at local, national and international levels, gaps in equitable access to training and partnership opportunities at universities and organizations have emerged. This essay explores the experiences and reflections of 16 IKTRN trainees during the first 2 years of the COVID-19 pandemic at the micro (individual), meso (organizational) and macro (system) levels. The micro level, or individual experiences, focuses on topics of self-care (taking care of oneself for physical and mental well-being), maintaining research activities and productivity, and leisure (social engagement and taking time for oneself ), while conducting IKT research during the pandemic. At the meso level, the role of programmes and organizations explores whether and how institutions were able to adapt and continue research and/or partnerships during the pandemic. At the macro level, we discuss implications for policies to support IKT trainees and research, during and beyond emergency situations. Themes were identified that intersected across all levels, which included (i) equitable access to training and partnerships; (ii) capacity for reflexivity; (iii) embracing changing opportunities; and (iv) strengthening collaborative relationships. These intersecting themes represent ways of encouraging sustainable and equitable improvements towards establishing and maintaining collaborative health research approaches. This essay is a summary of our collective experiences and aims to provide suggestions on how organizations and universities can support future trainees conducting collaborative research. Thus, we hope to inform more equitable and sustainable collaborative health research approaches and training in the post-pandemic era.

Design, delivery, and evaluation of a knowledge translation intervention for multi-stakeholders

“…As suggested by Strauss et al [ 34 ], collaboration partnerships may help increase the sustainability of KT training. Recent findings from the COVID-19 pandemic also reinforce the need for providing trainees with KT training on how to develop and sustain equitable collaborative research partnerships that meet and adapt to the needs of knowledge users [ 25 ].…”

Lessons learnt while designing and conducting a longitudinal study from the first Italian COVID-19 pandemic wave up to 3 years

“…How to ensure data collection online instead of face to face [ 11 ] was discussed to ensure continuity in some studies. In addition, how to identify community-relevant research questions during pandemics [ 12 ] as well as the consequences for doctoral/resident students who were unable to continue their studies [ 13 – 15 ] have been analysed. Previous outbreaks have been a useful resource for addressing the current one [ 16 ], which has been characterized by an urgent need to generate knowledge and immediately disseminate it to mitigate and control the pandemic and its devastating effects [ 17 ].…”