University Curricula in Evidence-Informed Decision Making and Knowledge Translation: Integrating Best Practice, Innovation, and Experience for Effective Teaching and Learning

Abstract

As attention to Evidence Informed Decision Making (EIDM) and Knowledge Translation (KT) in research, policy and practice grows, so does a need for capacity enhancement in amongst evidence producers and evidence users. Recognizing that most researchers enter the professional sphere with little or no appreciation of the importance and power of EIDM, the Centre for Evidence-based Health Care at Stellenbosch University, South Africa, spearheaded the development and accreditation of a foundational course titled Evidence-Informed Decision making: The Art, Science and Complexity of knowledge translation. The curriculum draws on the principles of adult learning and effective teaching that includes integrating seven key aspects: (1) extraction of intuitive and tacit knowledge (2) autonomous knowledge generation (3) diverse perspectives (4) learning by doing (5) peer-support and critique (6) facilitator coaching and (7) constant reflection. In this paper, we reflect on these techniques in enhancing understanding and utilization of KT in advancing EIDM. The in-person short course has been offered 5 times since its launch in September 2017 with attendance by ~85 senior researchers and government officials—each of whom left the workshop with three completed outputs: a stakeholder matrix, an engagement strategy for their chosen stakeholder and a plan for evaluating the impact of their KT strategy. Interest in the course has grown considerably: (a) Requests from local institutes of research for dedicated training to their staff; (b) Incorporation into international program partner capacity enhancing strategies; (c) Publication of a book chapter designed using course content; (d) Adaptation and utilization of the templates and tools as teaching resources (e) Informing organizational stakeholder engagement strategies (f) Adaptation of the modules for conference capacity building workshops. In summary, designing courses that take into consideration adult principles of learning is not a new concept. However, effective delivery of such courses is still nascent. We found that integrating the seven aspects mentioned above, including researchers together with decision-makers in the workshops, and having an experienced facilitator is critical for effective learning. Enhancing knowledge and skills “just in time” rather than “just in case” has demonstrated increased potential for immediate relevance, uptake and sustainability.

Analysis of Student Perceptions of Just-In-Time Teaching Pedagogy in PharmD Microbiology and Immunology Courses

“…Comparison of student performance on knowledge-based questions between JiTT vs. non-JiTT courses from major assessments indicated that JiTT was helpful in student's learning of knowledge-based concepts. This is in agreement with previously reported observation that JiTT methodology effectively enhanced knowledge-based skills required for understanding of core health-care professional curricular topics (2,(6)(7)(8)(9)(10)15). Additionally, analysis of mean KR-20 values from each assessment also showed that courses with JiTT pedagogy had consistent exam performance compared to non-JiTT courses offered to the same cohorts.…”

“…JiT training tool was used to validate minimum competency of bedside nursing staff managing high-risk low-volume therapies in order to ensure patient safety (14). A recent literature report also suggested that JiT active learning of evidence-based healthcare curricula created an opportunity for students to engage with facilitators and peers, enhance knowledge-based skills, and increase their chances of reinforcing and retaining their curricular knowledge (15). It is established that active learning teaching practice benefits small class sizes to a greater extent while showing an overall gain in student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses compared to a traditional lecturing approach (16).…”

Implementation research approaches to promoting universal health coverage in Africa: a scoping review

“…EIDM involves processes of distilling and disseminating the best available evidence from research, practice and experience and using that evidence to inform and improve public health policy and practice [ 13 , 14 ]. Knowledge translation, knowledge transfer and translational research are EIDM concepts that are closely related to implementation science, used to refer to the processes of moving research-based evidence into policy and practice, through the synthesis, dissemination, exchange and application of knowledge to improve the health of the population [ 13 , 15 – 17 ]. Although there may be nuanced differences in their conceptualisation, these terms essentially have similar goals and practical implications for improving health outconmes [ 15 – 17 ].…”

Protocol for a scoping review of implementation research approaches to universal health coverage in Africa

“…EIDM involves processes of distilling and disseminating the best available evidence from research, practice and experience and using that evidence to inform and improve public health policy and practice. 13 14 Knowledge translation, knowledge transfer and translational research are EIDM concepts that are closely related to implementation science, used to refer to the processes of moving research-based evidence into policy and practice, through the synthesis, dissemination, exchange and application of knowledge to improve the health of the population. 13 15–17 Although there may be nuanced differences in their conceptualisation, these terms essentially have similar goals and practical implications for improving health outconmes.…”

“…Various implementation research initiatives and efforts for evaluating and improving health programme outcomes have emerged in the African region in the last decade. 13 17 25–28 In spite of this substantial growth, implementation research uptake, effectiveness and scale-up in the region are challenged by numerous barriers. 25–27 These include inadequate research funding, limited availability and access to good quality research and paucity of contextually relevant evidence.…”