Trainees’ Self‐Reported Challenges in Knowledge Translation, Research and Practice

Lal, Shalini; Urquhart, Robin; Cornelissen, Evelyn; Newman, Kristine; Eerd, Dwayne Van; Powell, Byron J.; Chan, Vivian

doi:10.1111/wvn.12118

Cited by 13 publications

(15 citation statements)

References 34 publications

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“…These issues clearly relate to the potential impact of D&I research; however, they also have implications for the challenges D&I researchers face conducting research. For example, recruitment for D&I research can be difficult for various reasons, such as stakeholder skepticism about the usefulness of research, the time-commitment required of participants, competing demands of time and effort, and discrepancies between the researcher's and stakeholders' expected timeline for the project [81]. CEDI competencies point to communication approaches and other activities that can help clarify roles and expectations in terms of time involved with project participation, minimize the effort of data collection imposed on study participants, and ensure that any effort contributes to clear and valuable benefits to the community.…”

Section: Discussionmentioning

confidence: 99%

Researcher readiness for participating in community-engaged dissemination and implementation research: a conceptual framework of core competencies

Shea

Young

Powell

et al. 2017

Behav. Med. Pract. Policy Res.

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Participating in community-engaged dissemination and implementation (CEDI) research is challenging for a variety of reasons. Currently, there is not specific guidance or a tool available for researchers to assess their readiness to conduct CEDI research. We propose a conceptual framework that identifies detailed competencies for researchers participating in CEDI and maps these competencies to domains. The framework is a necessary step toward developing a CEDI research readiness survey that measures a researcher's attitudes, willingness, and self-reported ability for acquiring the knowledge and performing the behaviors necessary for effective community engagement. The conceptual framework for CEDI competencies was developed by a team of eight faculty and staff affiliated with a university's Clinical and Translational Science Award (CTSA). The authors developed CEDI competencies by identifying the attitudes, knowledge, and behaviors necessary for carrying out commonly accepted CE principles. After collectively developing an initial list of competencies, team members individually mapped each competency to a single domain that provided the best fit. Following the individual mapping, the group held two sessions in which the sorting preferences were shared and discrepancies were discussed until consensus was reached. During this discussion, modifications to wording of competencies and domains were made as needed. The team then engaged five community stakeholders to review and modify the competencies and domains. The CEDI framework consists of 40 competencies organized into nine domains: perceived value of CE in D&I research, introspection and openness, knowledge of community characteristics, appreciation for stakeholder's experience with and attitudes toward research, preparing the partnership for collaborative decision-making, collaborative planning for the research design and goals, communication effectiveness, equitable distribution of resources and credit, and sustaining the partnership. Delineation of CEDI competencies advances the broader CE principles and D&I research goals found in the literature and facilitates development of readiness assessments tied to specific training resources for researchers interested in conducting CEDI research.

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Section: Discussionmentioning

confidence: 99%

Researcher readiness for participating in community-engaged dissemination and implementation research: a conceptual framework of core competencies

Shea

Young

Powell

et al. 2017

Behav. Med. Pract. Policy Res.

Self Cite

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“…KT has emerged as an interdisciplinary field of research and practice to address the gap between what is known to work and what is done in practice [ 6 ]. The Canadian Institutes of Health Research (CIHR) provides the most commonly cited formal definition of KT as “a dynamic and iterative process that includes the synthesis, dissemination, exchange and ethically sound application of knowledge to improve health, provide more effective health services and products and strengthen the health care system” [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

“…Despite these expectations, and the formalization of KT competencies [ 18 , 19 ], health professional KT education opportunities remain far from ubiquitous [ 6 , 8 , 19 ]. At the time of developing their own national training initiative in 2011, CIHR could not identify existing national programs on which to model theirs [ 18 ].…”

Section: Introductionmentioning

confidence: 99%

“…While training programs are now beginning to emerge, many are only available via competitive application [ 20 ], formal university-level courses [ 21 , 22 ], or locally run fee-based workshops. These programs, however, require significant time and monetary costs [ 6 ], a reality likely to deter the majority of clinicians from engaging in KT education.…”

Section: Introductionmentioning

confidence: 99%

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How Do Clinicians Learn About Knowledge Translation? An Investigation of Current Web-Based Learning Opportunities

Damarell

Tieman

2017

JMIR Med Educ

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BackgroundClinicians are important stakeholders in the translation of well-designed research evidence into clinical practice for optimal patient care. However, the application of knowledge translation (KT) theories and processes may present conceptual and practical challenges for clinicians. Online learning platforms are an effective means of delivering KT education, providing an interactive, time-efficient, and affordable alternative to face-to-face education programs.ObjectiveThis study investigates the availability and accessibility of online KT learning opportunities for health professionals. It also provides an analysis of the types of resources and associated disciplines retrieved by a range of KT synonyms.MethodsWe searched a range of bibliographic databases and the Internet (Google advanced option) using 9 KT terms to identify online KT learning resources. To be eligible, resources had to be free, aimed at clinicians, educational in intent, and interactive in design. Each term was searched using two different search engines. The details of the first 100 websites captured per browser (ie, n=200 results per term) were entered into EndNote. Each site was subsequently visited to determine its status as a learning resource. Eligible websites were appraised for quality using the AACODS (Authority, Accuracy, Coverage, Objectivity, Date, Significance) tool.ResultsWe identified 971 unique websites via our multiple search strategies. Of these, 43 were health-related and educational in intent. Once these sites were evaluated for interactivity, a single website matched our inclusion criteria (Dementia Knowledge Translation Learning Centre).ConclusionsKT is an important but complex system of processes. These processes overlap with knowledge, practice, and improvement processes that go by a range of different names. For clinicians to be informed and competent in KT, they require better access to free learning opportunities. These resources should be designed from the viewpoint of the clinician, presenting KT’s multifaceted theories and processes in an engaging, interactive way. This learning should empower clinicians to contextualize and apply KT strategies within their own care settings.

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“…Health service researchers and clinicians are increasingly expected to not only produce high-quality research but also facilitate sustained implementation of knowledge in practice [3]. Medical schools and research institutions face increasing pressure to improve researchers’ and clinicians’ competencies in both knowledge production and knowledge translation [4].…”

Section: Introductionmentioning

confidence: 99%

Broadening measures of success: results of a behavioral health translational research training program

et al. 2017

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BackgroundWhile some research training programs have considered the importance of mentoring in inspiring professionals to engage in translational research, most evaluations emphasize outcomes specific to academic productivity as primary measures of training program success. The impact of such training or mentoring programs on stakeholders and local community organizations engaged in translational research efforts has received little attention. The purpose of this evaluation is to explore outcomes other than traditional academic productivity in a translational research graduate certificate program designed to pair graduate students and behavioral health professionals in collaborative service-learning projects.MethodsSemi-structured qualitative interviews with scholars, community mentors, and academic mentors were conducted regarding a translational research program to identify programmatic impacts. Interviews were transcribed and coded by the research team to identify salient themes related to programmatic outcomes.ResultsResults are framed using the Translational Research Impact Scale which is organized into three overarching domains of potential impact: (1) research-related impacts, (2) translational impacts, and (3) societal impacts. This evaluation demonstrates the program’s impact in all three domains of the TRIS evaluation framework. Graduate certificate participants (scholars) reported that gaining experience in applied behavioral health settings added useful skills and expertise to their present careers and increased their interest in pursuing translational research. Scholars also described benefits resulting from networks gained through participation in the program, including valuable ties between the university and community behavioral health organizations.ConclusionsThis evaluation of the outcomes of a graduate certificate program providing training in translational research highlights the need for more community-oriented and practice-based measures of success. Encouraging practitioner involvement in translational research is vital to translate knowledge into practice and to enable practice-based needs to inform research and policy. A more flexible approach to measuring programmatic success in research training programs can help bridge the knowledge translation gap.

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Trainees’ Self‐Reported Challenges in Knowledge Translation, Research and Practice

Abstract: KT training and capacity-building efforts are needed to better position health systems to routinely adopt knowledge into healthcare policy and practice.

Cited by 13 publications

References 34 publications

Researcher readiness for participating in community-engaged dissemination and implementation research: a conceptual framework of core competencies

Researcher readiness for participating in community-engaged dissemination and implementation research: a conceptual framework of core competencies

How Do Clinicians Learn About Knowledge Translation? An Investigation of Current Web-Based Learning Opportunities

Broadening measures of success: results of a behavioral health translational research training program

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