Trainee-led research using an integrated knowledge translation or other research partnership approaches: a scoping review

Abstract

Background There are increasing expectations for researchers and knowledge users in the health system to use a research partnership approach, such as integrated knowledge translation, to increase the relevance and use of research findings in health practice, programmes and policies. However, little is known about how health research trainees engage in research partnership approaches such as IKT. In response, the purpose of this scoping review was to map and characterize the evidence related to using an IKT or other research partnership approach from the perspective of health research trainees in thesis and/or postdoctoral work. Methods We conducted this scoping review following the Joanna Briggs Institute methodology and Arksey and O’Malley’s framework. We searched the following databases in June 2020: MEDLINE, Embase, CINAHL and PsycINFO. We also searched sources of unpublished studies and grey literature. We reported our findings in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Results We included 74 records that described trainees’ experiences using an IKT or other research partnership approach to health research. The majority of studies involved collaboration with knowledge users in the research question development, recruitment and data collection stages of the research process. Intersecting barriers to IKT or other research partnerships at the individual, interpersonal and organizational levels were reported, including lack of skills in partnership research, competing priorities and trainees’ “outsider” status. We also identified studies that evaluated their IKT approach and reported impacts on partnership formation, such as valuing different perspectives, and enhanced relevance of research. Conclusion Our review provides insights for trainees interested in IKT or other research partnership approaches and offers guidance on how to apply an IKT approach to their research. The review findings can serve as a basis for future reviews and primary research focused on IKT principles, strategies and evaluation. The findings can also inform IKT training efforts such as guideline development and academic programme development.

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“…IKT is an umbrella term used in approaches to research projects centred on active collaboration between researchers and knowledge partners (ie, researchers, policy makers, clinicians, organizations, people with lived or living experience, and family members/caregivers). 22 , 23 Within health research, IKT or other cocreation approaches have been widely used 24 , 25 , 26 , 27 , 28 and can ensure a more fulsome implementation of the research findings. 24 , 29 Combined with IKT, we used ID, an analytic, inductive, qualitative research methodology for developing knowledge that informs practice in the applied disciplines in a new meaningful way, going beyond what was already known.…”

Patient and public involvement and engagement (PPIE) in healthcare education and thesis work: the first step towards PPIE knowledgeable healthcare professionals

“…It is paramount that one is attentive that this is done in an ethically sound manner and the development of partnerships must be supervised by teachers with experience in PPIE. 27 As it is not common for academic staff to engage in PPIE practices yet, there may be a lack of skilled staff to support all future health students in PPIE activities. However, as researchers with years of experience still report lacking experience collaborating with lay persons 8 we believe it is important to practice during education.…”

“…17 23 As of yet, there are few opportunities to learn how to best establish and conduct partnerships with users of the health system during education. 27 PhD students have published how PPIE has had a positive effect on their own doctoral work as they found the collaboration aided the development of their learning journey towards becoming independent researchers. They recommend that it should be introduced during doctoral programmes within healthcare and social science.…”

“…It is paramount that one is attentive that this is done in an ethically sound manner and the development of partnerships must be supervised by teachers with experience in PPIE 27. As it is not common for academic staff to engage in PPIE practices yet, there may be a lack of skilled staff to support all future health students in PPIE activities.…”

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“…In these meetings, we reminded the PCAC of the research objectives and project scope, as prior studies have highlighted the importance of agenda-setting and clear communication when collaborating with research partners. 17 Moreover, we presented how their insights and feedback were incorporated into the service, demonstrating how their knowledge was implemented in practice. During these meetings, feedback was obtained about the SaskWell service from the PCAC, such as: Even though I don’t always look at the message right away, the fact that it comes through text is helpful because it will always be there.…”