A literature review of knowledge translation and partnership research training programs for health researchers

Abstract

BackgroundResearchers and policy-makers are increasingly working together with the goal of creating research that is focused on solving real-world problems; however, knowledge translation (KT) activities, and the partnerships they often require, can be challenging. The aim of this review is to determine the extent of the literature on training programs designed to improve researcher competency in KT and to describe existing training methods that may be used by those hoping to build capacity for partnership research.MethodsMEDLINE, EMBASE, PsycINFO and CINAHL were searched for peer review articles published between January 2000 and July 2019. Studies were eligible for inclusion in the review if they described the development of, curriculum for, or evaluation of KT and/or partnership research training programs. Data extraction included information on evaluation methods, outcomes and implications as well as the format, aims and themes of each capacity-building program.ResultsThe review identified nine published articles that met inclusion criteria – four papers described training events, two papers described participant experiences of specific learning sessions within a larger training course, two papers described part time secondments for KT capacity-building and one paper described a plan for KT training embedded within an existing research training course. All programs were delivered face-to-face, all included practical skills-building opportunities, and all employed multiple learning modalities such as seminars and small group discussions. Evaluation of the training programs was primarily conducted through qualitative interviews or feedback surveys.ConclusionTo date, few KT training initiatives have been described in the literature and none of these have been rigorously evaluated. The present review offers insights into the planning, development and participant experiences associated with the small number of training initiatives that have been described. There is insufficient evidence available at present to identify the most effective models for training researchers in KT and partnership skills.

Trialists perspectives on sustaining, spreading, and scaling-up of quality improvement interventions

“…Minimal training opportunities are currently available to build implementation competencies, particularly related to knowledge translation and building capacity for partnership research [ 28 ]. Of the programs that are offered, few had been published, and of the nine found between 2000 and 2019, none had been rigorously evaluated [ 28 ].…”

Evidence based nursing: barriers and challenges for contemporary nurses

“…On the contrary, more appropriate methods include hands-on training, continuous technical assistance, detailed guides, and targeted workshops with hands-on experience. 4 Under this light, Purtle et al (2016), suggest that research into the 'art and science' of implementation is needed, i.e. health care professionals need to uncover the reasons why research findings are not routinely incorporated into clinical practice.…”

Developing a program to enhance health professionals′ readiness to evidence utilization in diabetes care: A mixed-methods protocol study

“…[ 25 ] Until now, many terms have been used to describe the process of putting knowledge into action, and various terms will be used up now such as “implementation science,” “research utilization,” “dissemination” and “implementation,” “research use,” “knowledge translation,” “exchange,” “knowledge translation.”[ 25 ] In this study, the term evidence utilization has been used. Canadian Institutes of Health Research defines knowledge translation as the “exchange, synthesis and ethical application of knowledge in a complex system and through the interaction between researchers and knowledge users to promote health and provide more effective services and strengthen the health-care system.”[ 26 27 28 ] On usage, end-users of knowledge must be included in this process to ensure the relevance of knowledge and its implementation with their needs. [ 25 ] To promote evidence utilization and perform the activities related to it correctly, decision-makers at all levels of the health system (clinician, managers, and senior policymakers) must be aware of this matter and can use research findings to make health-related decisions.…”