Riding the knowledge translation roundabout: lessons learned from the Canadian Institutes of Health Research Summer Institute in knowledge translation

Kho, Michelle E.; Estey, Elizabeth; DeForge, Ryan; Mak, Leanne; Bell, Brandi

doi:10.1186/1748-5908-4-33

Cited by 33 publications

(54 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At a national level, the Canadian Institutes of Health Research (CIHR) has developed a training initiative to address the shortage of trained investigators in the science and practice of knowledge translation (KT). Their program includes modular courses, a national seminar series, an annual Knowledge Translation Summer Institute, and yearly research meetings [4,5]. Clearly, the few specialized D&I training opportunities currently available are not adequate for meeting the need to prepare public health and clinical researchers in the science of D&I.…”

Section: Introductionmentioning

confidence: 99%

The U.S. training institute for dissemination and implementation research in health

et al. 2013

View full text Add to dashboard Cite

BackgroundThe science of dissemination and implementation (D&I) is advancing the knowledge base for how best to integrate evidence-based interventions within clinical and community settings and how to recast the nature or conduct of the research itself to make it more relevant and actionable in those settings. While the field is growing, there are only a few training programs for D&I research; this is an important avenue to help build the field’s capacity. To improve the United States’ capacity for D&I research, the National Institutes of Health and Veterans Health Administration collaborated to develop a five-day training institute for postdoctoral level applicants aspiring to advance this science.MethodsWe describe the background, goals, structure, curriculum, application process, trainee evaluation, and future plans for the Training in Dissemination and Implementation Research in Health (TIDIRH).ResultsThe TIDIRH used a five-day residential immersion to maximize opportunities for trainees and faculty to interact. The train-the-trainer-like approach was intended to equip participants with materials that they could readily take back to their home institutions to increase interest and further investment in D&I. The TIDIRH curriculum included a balance of structured large group discussions and interactive small group sessions.Thirty-five of 266 applicants for the first annual training institute were accepted from a variety of disciplines, including psychology (12 trainees); medicine (6 trainees); epidemiology (5 trainees); health behavior/health education (4 trainees); and 1 trainee each from education & human development, health policy and management, health services research, public health studies, public policy and social work, with a maximum of two individuals from any one institution. The institute was rated as very helpful by attendees, and by six months after the institute, a follow-up survey (97% return rate) revealed that 72% had initiated a new grant proposal in D&I research; 28% had received funding, and 77% had used skills from TIDIRH to influence their peers from different disciplines about D&I research through building local research networks, organizing formal presentations and symposia, teaching and by leading interdisciplinary teams to conduct D&I research.ConclusionsThe initial TIDIRH training was judged successful by trainee evaluation at the conclusion of the week’s training and six-month follow-up, and plans are to continue and possibly expand the TIDIRH in coming years. Strengths are seen as the residential format, quality of the faculty and their flexibility in adjusting content to meet trainee needs, and the highlighting of concrete D&I examples by the local host institution, which rotates annually. Lessons learned and plans for future TIDIRH trainings are summarized.

show abstract

Section: Introductionmentioning

confidence: 99%

The U.S. training institute for dissemination and implementation research in health

et al. 2013

View full text Add to dashboard Cite

show abstract

“…As the demand for KT research and practice increases, the need to enhance capacity in the science and practice of KT also has become prominent in the purview of health organizations, academic institutions, and funding agencies (Collisson et al., ; Kho, Estey, DeForge, Mak, & Bell, ; Straus et al., ). Core competencies for training in KT research and practice have been articulated in the literature and include (a) knowledge about KT theories and models, (b) skills to conduct syntheses on KT‐related questions, (c) skills in both qualitative and quantitative methods, (d) capacity to evaluate KT interventions and strategies across settings, and (e) stakeholder engagement skills (Straus et al., ).…”

Section: Introductionmentioning

confidence: 99%

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

Lal

Urquhart

Cornelissen

et al. 2015

Worldviews Ev Based Nurs

View full text Add to dashboard Cite

show abstract

“…To that end, a number of federal and provincial initiatives are available to build trainee KT capacity. For instance, trainees across Canada are invited by the CIHR to attend summer institutes (e.g., KTtrainees are invited to participate in a series of workshops, case studies and events that explore the knowledge-to-action framework and expose trainees to opportunities and challenges in this eld [14]. Moreover, the KT Clearinghouse website, funded by CIHR, is a superb resource for trainees "who want to learn the basics of 'doing knowledge translation'" [15].…”

Section: Integrated Kt: Trainee Perspectivesmentioning

confidence: 99%

Knowledge translation: Principles and practicalities for trainees within interdisciplinary health research teams

Collisson

Benzies²,

Mosher³

et al. 2011

CIM

View full text Add to dashboard Cite

Within a dynamic health research environment with trends toward increasing accountability, governments and funding agencies have placed increased emphasis on knowledge translation (KT) as a way to optimize the impact of research investments on health outcomes, research products and health service delivery. As a result, there is an increasing need for familiarity with the principles of KT frameworks and components of KT strategies. Accordingly, health research trainees (graduate students and post-doctoral fellows) must be supported to enhance their capacity to understand KT principles and the practicalities of implementing e ective KT practices.In this paper, the unique opportunities and challenges that trainees within an interdisciplinary research team encounter when they begin to understand and apply constructive and relevant KT practices are considered. Our commentary is based on trainee experiences within the Preterm Birth and Healthy Outcomes Team (PreHOT), an interdisciplinary research team.

show abstract

Riding the knowledge translation roundabout: lessons learned from the Canadian Institutes of Health Research Summer Institute in knowledge translation

Cited by 33 publications

References 5 publications

The U.S. training institute for dissemination and implementation research in health

The U.S. training institute for dissemination and implementation research in health

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

Knowledge translation: Principles and practicalities for trainees within interdisciplinary health research teams

Contact Info

Product

Resources

About