A descriptive qualitative examination of knowledge translation practice among health researchers in Manitoba, Canada

Sibley, Kathryn M.; Roché, Pauline; Bell, Courtney P.; Temple, Beverley; Wittmeier, Kristy

doi:10.1186/s12913-017-2573-9

Cited by 20 publications

(27 citation statements)

References 33 publications

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“…To our knowledge, no similar review exists. In fact, researchers' KT practice has been described as understudied, yet, there is increased pressure for researchers to illustrate the policy and practice impact of their research [97][98][99]. This review reveals some efforts to document LMIC researchers' KT capacity, practice and efforts to enhance LMIC researchers' KT capacity and practice but also a need to strengthen the evidence base.…”

Section: Discussionmentioning

confidence: 99%

“…'Screening' shows the number of articles whose titles, abstracts and keywords were screened against the study inclusion and exclusion criteria (334) and the number of articles that were excluded at this stage (201). 'Eligibility' shows the number of full text articles that were screened against the inclusions and exclusion criteria (133) and the number of articles that were excluded at this stage (97). 'Inclusion' shows that number of articles that were included in the review (66), including those that met the inclusion criteria (36) and 30 articles identified from searching the reference lists of the 36 included articles.…”

Section: Data Extraction and Analysismentioning

confidence: 99%

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Review of published evidence on knowledge translation capacity, practice and support among researchers and research institutions in low- and middle-income countries

Murunga

Oronje

Bates

et al. 2020

Health Res Policy Sys

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Background: Knowledge translation (KT) is a dynamic and iterative process that includes synthesis, dissemination, exchange and ethically sound application of knowledge to yield beneficial outcomes for society. Effective KT requires researchers to play an active role in promoting evidence uptake. This paper presents a systematised review of evidence on low-and middle-income country (LMIC) researchers' KT capacity, practice and interventions for enhancing their KT practice (support) with the aim of identifying gaps and informing future research and interventions. Methods: An electronic search for peer-reviewed publications focusing on LMIC researchers' KT capacity, practice and support across all academic fields, authored in English and from the earliest records available to February 2019, was conducted using PubMed and Scopus. Selected studies were appraised using the Mixed Methods Appraisal Tool, data pertaining to publication characteristics and study design extracted, and an a priori thematic analysis of reported research findings completed. Results: The search resulted in 334 screened articles, of which 66 met the inclusion criteria. Most (n = 43) of the articles presented original research findings, 22 were commentaries and 1 was a structured review; 47 articles reported on researchers' KT practice, 12 assessed the KT capacity of researchers or academic/research institutions and 9 reported on KT support for researchers. More than half (59%) of the articles focused on sub-Saharan Africa and the majority (91%) on health research. Most of the primary studies used the case study design (41%). The findings suggest that LMIC researchers rarely conduct KT and face a range of barriers at individual and institutional levels that limit their KT practice, including inadequate KT knowledge and skills, particularly for communicating research and interacting with research end-users, insufficient funding, and inadequate institutional guidelines, structures and incentives promoting KT practice. Furthermore, the evidence-base on effective interventions for enhancing LMIC researchers' KT practice is insufficient and largely of weak quality.

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Section: Discussionmentioning

confidence: 99%

Section: Data Extraction and Analysismentioning

confidence: 99%

Review of published evidence on knowledge translation capacity, practice and support among researchers and research institutions in low- and middle-income countries

Murunga

Oronje

Bates

et al. 2020

Health Res Policy Sys

View full text Add to dashboard Cite

show abstract

“…At least one survey study failed to find an association between researcher/knowledge user engagement and research utility [ 51 ], suggesting that the factors determining effective IKT have yet to be clearly identified. Knowledge of IKT among researchers varies [ 52 ], and there is limited evidence about how researchers and knowledge users should go about collaborating. Despite the slim evidence base, stakeholder enthusiasm for IKT continues to grow.…”

Section: Introductionmentioning

confidence: 99%

Moving knowledge into action for more effective practice, programmes and policy: protocol for a research programme on integrated knowledge translation

2018

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BackgroundHealth research is conducted with the expectation that it advances knowledge and eventually translates into improved health systems and population health. However, research findings are often caught in the know-do gap: they are not acted upon in a timely way or not applied at all. Integrated knowledge translation (IKT) is advanced as a way to increase the relevance, applicability and impact of research. With IKT, knowledge users work with researchers throughout the research process, starting with identification of the research question. Knowledge users represent those who would be able to use research results to inform their decisions (e.g. clinicians, managers, policy makers, patients/families and others). Stakeholders are increasingly interested in the idea that IKT generates greater and faster societal impact. Stakeholders are all those who are interested in the use of research results but may not necessarily use them for their own decision-making (e.g. governments, funders, researchers, health system managers and policy makers, patients and clinicians). Although IKT is broadly accepted, the actual research supporting it is limited and there is uncertainty about how best to conduct and support IKT. This paper presents a protocol for a programme of research testing the assumption that engaging the users of research in phases of its production leads to (a) greater appreciation of and capacity to use research; (b) the production of more relevant, useful and applicable research that results in greater impact; and (c) conditions under which it is more likely that research results will influence policy, managerial and clinical decision-making.MethodsThe research programme will adopt an interdisciplinary, international, cross-sector approach, using multiple and mixed methods to reflect the complex and social nature of research partnerships. We will use ongoing and future natural IKT experiments as multiple cases to study IKT in depth, and we will take advantage of the team’s existing relationships with provincial, national and international organizations. Case studies will be retrospective and prospective, and the 7-year grant period will enable longitudinal studies. The initiation of partnerships, funding processes, the research lifecycle and then outcomes/impacts post project will be studied in real time. These living laboratories will also allow testing of strategies to improve the efficiency and effectiveness of the IKT approach.DiscussionThis is the first interdisciplinary, systematic and programmatic research study on IKT. The research will provide scientific evidence on how to reliably and validly measure collaborative research partnerships and their impacts. The proposed research will build the science base for IKT, assess its relationship with research use and identify best practices and appropriate conditions for conducting IKT to achieve the greatest impact. It will also train and mentor the next generation of IKT researchers.

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“…In this connection, acquiring knowledge translation skills in biological science education is critically important, particularly once undergraduates enter the workplace or continue their education (Graham et al, 2006). Moreover, the knowledge translation components of SL are viewed to be as essential as problem solving, critical thinking and collaborative skills (Wensing & Grol, 2019;Sibley et al, 2017). These findings demonstrate that students have attained proficiency in knowledge translation capabilities at the time of completing their undergraduate program.…”

Section: Discussionmentioning

confidence: 99%

“…Following the completion of an undergraduate degree in biological science, it is expected that graduates exhibit strong transferable skills in collaboration, critical thinking and problem-solving to ensure employment attainment and retention (Newton, Bettger, Buchholz, Kulak, & Racey, 2015;Wensing & Grol, 2019;Sibley, Roche, Bell, Temple & Wittmeier, 2017). To support these expectations, undergraduate teaching strategies should directly stimulate high-level skill development while simultaneously meeting course learning objectives (Newton et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Assessing scientific literacy skill perceptions and practical capabilities in fourth year undergraduate biological science students

Cartwright

Liddle

Arceneaux

et al. 2020

IJHE

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In a fourth year undergraduate nutritional toxicology course that included an instructional emphasis on scientific literature critique activities and assessments, we determined the change in students’ (n=144) scientific literacy (SL) skills. The change in students’ perceived and practical SL skills were determined by the completion of two surveys, administered at the start and end of the semester. Additionally, we conducted a follow-up SL survey at the end of the subsequent academic semester (i.e., four months later) to determine if students retained any improvements in their SL skills. Over the semester, students showed improvements in their perceived capabilities of all SL skill parameters assessed (P<0.05); however, the most significant gains were apparent in the areas of i) knowledge application (specifically identifying novel problems or research questions and using new information to address unfamiliar problems or knowledge gaps), and ii) knowledge translation and communication (translating complex information from the scientific literature into clear and understandable terms). There was no change in students TOSLS score between the start and end of the semester (P>0.05). In the follow-up SL survey students showed further improvements in their perceptions of the SL skills for 7 or the 10 parameters assessed compared to the end of the previous semester (P<0.05), however, there remained no change in their practical SL skills assessed using TOSLS. Collectively, these data demonstrate that students’ perceptions of their SL capabilities may not align with their practical capabilities.

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A descriptive qualitative examination of knowledge translation practice among health researchers in Manitoba, Canada

Cited by 20 publications

References 33 publications

Review of published evidence on knowledge translation capacity, practice and support among researchers and research institutions in low- and middle-income countries

Review of published evidence on knowledge translation capacity, practice and support among researchers and research institutions in low- and middle-income countries

Moving knowledge into action for more effective practice, programmes and policy: protocol for a research programme on integrated knowledge translation

Assessing scientific literacy skill perceptions and practical capabilities in fourth year undergraduate biological science students

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