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Knowledge Translation

Competencies
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    • Knowledge Translation Homepage


      This Knowledge Translation course provides fundamental concepts and theories of knowledge translation (through online didactics) and skills in knowledge translation approaches and tools (with globally-available peers and mentors).  Knowledge translation(KT) refers to the activities needed to take the knowledge obtained in research to the people that can put it in practical use; it is a complex concept that will be addressed in module one. All parts of this training are free, including registration, learning, testing, and a certificate of completion. This course is intended for physicians, nurses, and allied health professionals in training and in practice.

      Special thanks to the Canadian Coalition for Global Health Research, developers of the  KT Curriculum1 upon which this course was built. The fair use and copyright for the KT Curriculum from CCGHR can be found below.

      This Knowledge Translation course was developed in partnership with the Association for Prevention Teaching and Research, the Marine Environmental Observation Prediction and Response Network, and the U.S. Centers for Disease Control and Prevention (CDC). Like all NextGenU.org courses, it is competency-based, using CEPH competencies. This course uses resources from world-class academic and governmental organizations such as the Center for Community Health and Development at the University of Kansas, the U.S. National Institutes of Health, the U.S. National Library of Medicine, and the World Health Organization. The course was compiled by Joanne Krupa, Ph.D. and course objectives adapted from the CCGHR KT Curriculum1.

      This Knowledge Translation course provides fundamental concepts and theories of knowledge translation (through online didactics) and skills in knowledge translation approaches and tools (with globally-available peers and mentors).  All parts of this training are free, including registration, learning, testing, and a certificate of completion. This course is intended for physicians, nurses, and allied health professionals in training and in practice.

      There are 7 modules to complete which provide:

      1. Theoretical concepts and foundations of knowledge translation; 
      2. A summary of evidence and provide an understanding of issue polarization and of the barriers and facilitators to evidence-based policy; 
      3. A description of traditional research and policy-making processes and how knowledge translation can potentially alter them; 
      4. An introduction to knowledge approaches and tools, such as Stakeholder Analysis, Political Context Analysis, and Priority Analysis.


      Approximate time for completion of this course is 37 hours at an average reading rate of 144 words/minute.   

      The course requires completion of all required peer activities and a discussion forum. At the end of each lesson, there is a practice quiz. At the end of the course, after you’ve completed each lesson, quiz, and activity, you’ll have access to a final exam, and a chance to assess the training. Once you’ve passed that last test, you will be able to download a certificate of completion from NextGenU.org and our course’s co-sponsoring organizations (listed above). We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes, and we are also happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request. We hope that you will find this a rewarding learning experience, and we count on your feedback to help us improve this training for future students.

      Engaging with this Course:

      You may browse this course for free to learn for your personal enrichment; there are no requirements.

      To obtain a certificate:
      • Show in the registration fields that you have the appropriate prerequisites to be certified. This course requires the learner to have already obtained a college-level degree. 
      • Take the brief pre-test.
      • Complete all the reading requirements.
      • Complete all quizzes and pass with a 70% with unlimited attempts.
      • Complete 2 peer activity and associated certification quizzes.
      • Successfully complete the final exam with a minimum of 70%  and a maximum of 3 attempts.
      • Complete the self and course evaluation forms.

      To obtain credit: 
      • Complete all requirements listed above for the certificate. 
      • Your learning institution or workplace should approve the partner-university-sponsored NextGenU.org course for educational credit, as they would for their learner taking a course anywhere.  
        • NextGenU.org is happy to provide your institution with:
          • a link to and description of the course training, so they can see all its components, including the cosponsoring universities and other professional organization cosponsors;
          • your grade on the final exam;
          • your work products (e.g. peer and mentored activities), and any other required or optional shared materials that you produce and authorize to share with them;  
          • your evaluations -- course, self, and peer assessments;
          • a copy of your certificate of completion, with the co-sponsoring universities and other organizations listed.

      To obtain a degree, NextGenU.org co-sponsors degree programs with institutional partners. To obtain a degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org contact us.

      We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.

      Next Steps

      • Complete the registration form.
      • Take the short knowledge pre-test below. It allows us to assess various aspects of the course itself.
      • Begin the course with Module 1: Knowledge Translation - The Basics. In each lesson, read the description, complete all required readings and any required activity, and take the corresponding quizzes.

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      1
      Campbell S. Knowledge Translation Curriculum. Canadian Coalition for Global Health Research: Ottawa. 2012.

      Fair Use and Copyright The Canadian Coalition for Global Health Research (CCGHR) holds the copyright to its publications but encourages duplication and dissemination of these materials for non-commercial purposes. Proper citation is requested; modification of these materials is permitted. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee and without a formal request provided that copies are not made or distributed for profit or commercial purposes and that copies bear this notice and full citation on the first page. Copyright for components of publications that are not owned by the CCGHR must be honored and permission pursued with the owner of the information. The CCGHR is interested in tracking the use and effectiveness of its published information, and receiving feedback from readers in order to improve this Curriculum.

      • Module 1: Knowledge Translation - The Basics

        Competencies covered in this module:
        • Understand the theoretical concepts and underpinnings of knowledge translation (KT)

        Click here for the brief module introduction
        • This module will outline the theoretical concepts and underpinnings of KT and provide an overview of the concept of knowledge and the layers of knowledge. The module will introduce the types, definitions, and frameworks most commonly found in the study and practice of KT. This module provides the foundation for the course and encourages students to think critically about the definitions and frameworks of knowledge and KT in research and practice. Module 1 consists of 2 lessons, each with resources and quizzes.

      • Module 1: Lesson 1: An Overview of Knowledge and the Layers of Knowledge

        Learning Objectives:
        • Understand the complexity of knowledge and its relationship with research and policy.
        • Define individual and organizational knowledge; explicit and tacit knowledge; and knowledge networking.
        Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours and 16 minutes

        Click here to start this lesson

        8 URLs
        • Required Learning Resources and Activities
        • What Is This Knowledge That We Seek to “Exchange”? URL

          Read the entire article.

        • Organizational knowledge and capabilities in healthcare: Deconstructing and integrating diverse perspectives URL

          Read the entire article.

        • The use of tacit and explicit knowledge in public health: a qualitative study URL

          Read the entire article.

        • Conceptual background and case studies - Introduction to EVIPNet Europe URL

          Read section 1.5 titled "Networking and Knowledge Translation" (pages 19-22).

        • Quiz: Module 1: Lesson 1:
          Restricted Not available unless:
          • The activity Registration Form is marked complete
          • The activity Pre-Test is marked complete

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Additional Learning Options
        • Uncovering Tacit Knowledge: A Pilot Study to Broaden the Concept of Knowledge in Knowledge Translation URL

          Read the entire article.

        • Knowledge Management as an important tool in Organisational Management: A Review of Literature URL

          Read the entire article.

        • Revisiting interaction in knowledge translation URL

          Read the entire article with a focus on knowledge networking.

        • Evaluation of a health systems knowledge translation network for Africa (KTNET): a study protocol URL

          Read the entire article.

      • Module 1: Lesson 2: KT Types, Definitions, Frameworks

        Learning Objectives:
        • Distinguish between KT for clinical change and KT for social change.
        • Summarize and analyze some of the major definitions and frameworks of KT.
        • Understand a simplified definition of KT as outlined by the Canadian Coalition for Global Health Research. (CCGHR)
        Approximate time required for the readings for this lesson (at 144 words/minute): 6 hours and 52 minutes

        Click here to start this lesson

        10 URLs, 1 Forum, 1 Quiz
        • Required Learning Resources and Activities
        • The Use of Research Evidence in Public Health Decision Making Processes: Systematic Review URL

          Read the entire article.

        • Knowledge translation of research findings URL

          Read the entire article.

        • Knowledge translation in health care: a concept analysis URL

          Read the entire article.

        • Knowledge translation framework for ageing and health URL

          Click on the link to download the PDF version of the publication.  Then, read the entire document.  This document provides an outline of the major frameworks of KT.

        • Getting Evidence into Policy and Practice: Perspective of a Health Research Funder URL

          Read the entire article.

        • Creating a Knowledge Translation Platform: nine lessons from the Zambia Forum for Health Research URL

          Read the entire article.

        • Peer Activity 1: Case Study Forum

          Step 1: Read the fifth case study in the Knowledge to Action: A Knowledge Translation Casebook titled “Bringing Liver Disease Home: NCRTP-HepC”.

          Step 2: Reflect on the following questions:

          • What are the implications of personal experience and viewpoint for researchers?
          • How is knowledge altered as it travels among stakeholders and why does this occur?
          • What role does organizational culture play in the movement of knowledge?
          • By which means can we increasingly associate the production of knowledge with its management, with its synthesis and brokering, and with its utilization?
          • Do you think knowledge translation is a “two-way street”, that is, knowledge changes and in doing so, it changes the way it is applied?

          Step 3: Summarize your thoughts in a 500 - 750 words report

          Step 4: Submit your assignment for peer review by clicking “add a new discussion topic” below and completing the fields.

          Step 5: Review the work of one of your peers by asking yourself the questions listed below and comment on their post stating that their post meets these requirements.

          • Did my peer make a summary of 500 to 750 words?
          • Does my peer show evidence that she/he utilized and understood the required readings in the module?
          • Did my peer address all the questions of step two?

        • Quiz: Module 1: Lesson 2:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Additional Learning Options
        • Is research working for you? validating a tool to examine the capacity of health organizations to use research URL

          Read the entire article.

        • The effectiveness of toolkits as knowledge translation strategies for integrating evidence into clinical care: a systematic review URL

          Read the entire article.

        • Defining knowledge translation URL

          Read the entire article.

        • The intellectual structure and substance of the knowledge utilization field: a longitudinal author co-citation analysis, 1945 to 2004 URL

          Read the entire article.

      • Module 2: Evidence

        Competencies covered in this module:
        • Understand how evidence typically interacts with the policy process.

        Click here for the brief module introduction

        • This module focuses on defining and understanding the types of evidence and hierarchy of evidence within KT and health research and practice. Students will learn how to identify different types of evidence and how to evaluate research within the current research environment. It will also encourage students to develop critical thinking and analysis skills so that they can determine how evidence and policy are linked. Module 2 consists of 2 lessons, each with resources and quizzes.

      • Module 2: Lesson 1: Types of Evidence

        Learning Objectives:
        • Understand context-free evidence, context-sensitive evidence, and colloquial evidence.
        Approximate time required for the readings for this lesson (at 144 words/minute): 22 minutes

        Click here to start this lesson

        1 URL, 1 Quiz
        • Required Learning Resources and Activities
        • Evidence and Quality, Practicalities and Judgments: Some Experience from NICE URL

          Read the entire article.

        • Quiz: Module 2: Lesson 1:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

      • Module 2: Lesson 2:  Hierarchy of Evidence

        Learning Objectives:
        • Analyze the role each type of evidence might play in policy formulation.
        • Understand how to classify research evidence, in terms of its strength and validity.
        Approximate time required for the readings for this lesson (at 144 words/minute): 13 minutes

        Click here to start this lesson

        5 URLs, 1 Quiz
        • Required Learning Resources and Activities
        • Evidence-Based Practice for Nursing: Evaluating the Evidence URL

          Read the entire web page.

        • Quiz: Module 2: Lesson 2:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Additional Learning Options
        • A hierarchy of evidence for assessing qualitative health research URL

          Read the entire article.

        • How Can We Support the Use of Systematic Reviews in Policymaking? URL

          Read the entire article.

        • Identifying predatory or pseudo-journals URL

          Read the entire article.

        • Relative Risk in the News Media: A Quantification of Misrepresentation URL

          Read the entire article.

      • Module 3: At the Interface of Research and Policy

        Competencies covered in this module:
        • Understand how researchers and policy-makers interact, and how and where the research and policy processes overlap.
        • Understand the nature of the knowledge of knowledge translation, from individual to institutional, and from explicit to tacit.

        Click here for the brief module introduction

        • After students have been introduced to the concepts and complexity of knowledge and evidence, Module 3 will provide an overview of the overlaps in the research and policy processes, barriers and facilitators at the interface of research and policy, and how evidence can move to advocacy. In this module, students will begin thinking about how evidence intersects with policy and advocacy and gain greater understanding of the complexity of this relationship. There is also focus on how practitioners can develop strategies to ensure their research is used in developing evidence-based practice and policy. By participating in the discussion forum for this Module, students will gain a better understanding of issue polarization and its effect on the evidence-based policy making process. Module 3 consists of 3 lessons, each with resources and quizzes.

      • Module 3: Lesson 1: Overlaps in the Research and Policy Processes

        Learning Objectives:
        • Understand the traditional research process and how KT seeks to change it.
        • Describe the ways in which ideal research and policy processes might overlap and ultimately create social change within the traditional policy process.
        Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 52 minutes

        Click here to start this lesson

        3 URLs, 1 Forum, 1 Quiz
        • Required Learning Resources and Activities
        • Research’s Practice and Barriers of Knowledge Translation in Iran URL

          Read the entire article.

        • Health Researchers and Policy Makers: A Need to Strengthen Relationship URL

          Read the entire article.

        • Peer Activity 2: Knowledge translation is where research and policy processes overlap Forum

          Step 1: Write a 400-600 word report that answers the following questions:

          1. What are the principles of knowledge translation (KT)?
          2. What are the key elements KT strives to address and why is this important?
          3. What are the weaknesses within the knowledge production process and how does that match your own experience?
          4. What are the weaknesses in the policy development process?
          5. How does KT work to address and correct those weaknesses?
          6. Given the principles of KT, in what ways might this change the resulting research and the developed policies?

          Step 2: Submit your assignment for peer review by clicking “add a new discussion topic” below and completing the fields.

          Step 4: Review the work of one of your peers by asking yourself the questions listed below and provide feedback in his post

          1. Did my peer make a report of 400 - 600 words?
          2. Does my peer show evidence that she/he utilized and understood the required readings in the module?
          3. Did my peer address all the questions of step one?

        • Quiz: Module 3: Lesson 1:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Additional Learning Options
        • Information transfer: what do decision makers want and need from researchers? URL

          Read the entire article.

      • Module 3: Lesson 2:  Barriers and Facilitators at the Interface

        Learning Objectives:
        • Discuss the major barriers and facilitators standing between evidence and policy.
        • Identify how KT practitioners develop strategies based on the facilitators and barriers within particular contexts.
        Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 52 minutes

        Click here to start this lesson

        4 URLs, 1 Quiz
        • Required Learning Resources and Activities
        • “Developing Good Taste in Evidence”: Facilitators of and Hindrances to Evidence-Informed Health Policymaking in State Government URL

          Read the entire article.

        • Knowledge Translation:  A Synopsis of the Literature URL

          Read the section titled "Barriers and Enablers to Knowledge Translation" (pages 15-17).

        • Challenges to generating evidence-informed policy and the role of systematic reviews and (perceived) conflicts of interest URL

          Read the entire article.

        • Quiz: Module 3: Lesson 2:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Additional Learning Options
        • Increasing the use of evidence in health policy: practice and views of policy makers and researchers URL

          Read the entire article.

      • Module 3: Lesson 3:  Polarization: From Evidence to Advocacy

        Learning Objectives:
        • Understand the concept of polarization and compare the differences and similarities between the research and political communities.
        • Understand that issue polarization is dynamic, often surrounding highly complex or system-level problems.
        • Understand that KT consequences can be profound when research evidence differs from prevailing political values.
        Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours and 46 minutes

        Click here to start this lesson

        10 URLs, 1 Forum, 1 Quiz, 1 SCORM package
        • Required Learning Resources and Activities
        • Knowledge Exchange Processes in Organizations and Policy Arenas: A Narrative Systematic Review of the Literature URL

          Read the entire article.

        • Health Care in the 2016 Election — A View through Voters’ Polarized Lenses URL

          Read the entire article.

        • Smoke-free air policies: past, present and future URL

          Read the entire article.

        • Vision For The Future: A Public Health Approach URL

          Read the beginning of the article, the content under the heading "Time for a change", and "Conclusions".

        • Public Health Model of Addiction and Recovery Implications URL

          Read the entire webpage.

        • Discussion Question: Facilitators and Polarization Forum

          Answer one of the two following questions:

          1. How can you enhance knowledge translation strategies by understanding the facilitators to evidence-informed policy making and who you should target?
          2. What type of knowledge translation approach should researchers implement when faced with issue polarization? Why is this the most appropriate approach?

          To post your answer, click on the button at the bottom of the screen labeled 'Add a new discussion topic'.  Also, comment on at least one other posting made by your peers in a respectful and professional manner. If a peer comments on your posting, please reply back. Click on the particular discussion, then click on ‘reply.'


        • Quiz: Module 3: Lesson 3:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Quiz 2: Module 3: Lesson 3: SCORM package

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to respond to the questions.

        • Additional Learning Options
        • Polarized Politics and Policy Consequences URL

          Read the entire report.

        • The Polarizing Effect of News Media Messages About the Social Determinants of Health URL

          Read the entire article.

        • The politics of evidence: from evidence-based policy to the good governance of evidence URL

          Read Part II (pages 39-83). The rest of the text is optional reading.

        • The challenges of nutrition policymaking URL

          Read the entire article.

        • Defining and Implementing a Public Health Response to Drug Use and Misuse URL

          Read the entire webpage.

      • Module 4: Knowledge Translation Approaches and Tools

        Competencies covered in this module:
        1. Understand the approaches of Knowledge Translation (KT), along with some of the major differences among these.
        2. Understand practical mechanisms, strategies, and frameworks designed to bring together researchers and research-users in the generation, synthesis, and application of knowledge.

        Click here for the brief module introduction

        • This module introduces the major approaches in KT practice, including brokering, synthesis and KT platforms. This module uses the theoretical knowledge developed in the earlier modules and focuses on how this can be used by practitioners, researchers, and policy makers. Students will build skills in developing a policy brief, dialogue model, and other end of grant dissemination tools. Module 4 consists of 3 lessons, each with resources and quizzes.

      • Module 4: Lesson 1: Major Approaches in Knowledge Translation

        Learning Objectives:
        • Examine the major sets of activities within KT as represented by end-of-grant KT, integrated KT, and KT research.
        Approximate time required for the readings for this lesson (at 144 words/minute): 2 hour and 1 minutes

        Click here to start this lesson

        5 URLs, 1 Quiz
        • Required Learning Resources and Activities
        • “Integrated knowledge translation” for globally oriented public health practitioners and scientists: Framing together a sustainable transfrontier knowledge translation vision URL

          Read the entire article.

        • A randomized controlled trial evaluating the impact of knowledge translation and exchange strategies URL

          Read the entire article.

        • Knowledge to Action: An End-of-Grant Knowledge Translation Casebook URL

          Read the section titled "Foreward".  

        • Quiz: Module 4: Lesson 1:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Additional Learning Options
        • FOCUS - Technical Brief Number 18: Knowledge Translation at the Canadian Institutes of Health Research: A Primer URL

          Download the PDF version of the brief.  Then, read the entire document.

        • Integrated Knowledge Translation in Mental Health: Family Help as an Example URL

          Read the entire article.

      • Module 4: Lesson 2:  Brokering and Synthesis & The Knowledge Translation Platform

        Learning Objectives:
        • Examine the major sets of activities within KT as represented by end-of-grant KT, integrated KT, and KT research.
        • Understand that brokering and synthesis are two distinct yet complementary approaches within KT.
        • Understand that brokering highlights the human force of KT while synthesis focuses on tailoring and targeting messages, from systematic reviews to policy briefs to press releases.
        • Understand that the Knowledge Translation Platform is an emerging type of organization that leads brokering and synthesis activities, usually at a national level.
        • Understand that knowledge translation platforms (i) are led by knowledge brokers (ii) produce syntheses, (iii) cultivate relationships, and (iv) strengthen the capacity of the research community and other stakeholders.
        • Be aware that a Rapid Response Service is an innovative new service that several Knowledge Translation platforms in Africa now offer.
        Approximate time required for the readings for this lesson (at 144 words/minute): 5 hours 24 minutes

        Click here to start this lesson

        17 URLs, 1 Forum, 1 Quiz
        • Required Learning Resources and Activities
        • Knowledge Brokering: The missing link in the evidence to action chain? URL

          Read the entire article.

        • A Guide to Knowledge Synthesis: A Knowledge Synthesis Chapter URL

          Read section 1 titled "Background" and section 2 titled "Approaches to knowledge synthesis".

        • A Guide to Knowledge Synthesis: A Knowledge Synthesis Chapter URL

          Read section 3 titled "Synthesis methods".

        • Conceptual background and case studies - Introduction to EVIPNet Europe URL

          Read section 1.3 titled "Evidence Synthesis" (pages 16-18) and section 1.4 titled "Knowledge Brokering" (pages 18-19).

        • Knowledge brokering: Exploring the process of transferring knowledge into action URL

          Read the section titled "Background".

        • Capturing lessons learned from evidence-to-policy initiatives through structured reflection URL

          Read the entire article.

        • Role Domains of Knowledge Brokering: A Model for the Health Care Setting URL

          Read the entire article.

        • Feasibility of a rapid response mechanism to meet policymakers' urgent needs for research evidence about health systems in a low income country: a case study URL

          Read the entire article.

        • Peer Activity 3: Policy Brief Forum

          Step 1: Review the resource titled “How to write a policy brief”.  

          Step 2:  Choose a health problem that is of interest to you and your community that needs to be addressed and prepare a 750 - 1250 page policy brief.

          Step 4: Submit your assignment for peer review by clicking “add a new discussion topic” below and completing the fields.

          Step 5: Review the work of one of your peers by asking yourself the questions listed below and comment on their post stating that their post meets these requirements.

          • Did my peer make a policy brief of 750 to 1250 words?
          • Does my peer show evidence that she/he utilized and understood the required readings in the module?

        • Quiz: Module 4: Lesson 2:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Additional Learning Options
        • Evidence-informed health policy 1 – Synthesis of findings from a multi-method study of organizations that support the use of research evidence URL

          Read the entire article.

        • Expediting systematic reviews: methods and implications of rapid reviews URL

          Read the entire article.

        • Knowledge brokers in a knowledge network: the case of Seniors Health Research Transfer Network knowledge brokers URL

          Read the entire article.

        • Method for Synthesizing Knowledge about public policies URL

          Read the entire document.

        • Knowledge synthesis and transfer: a case-study URL

          Read pages 1 to 29.

        • Building a knowledge translation platform in Malawi to support evidence-informed health policy URL

          Read the entire article.

        • Climate for evidence-informed health systems: A print media analysis in 44 low- and middle-income countries that host knowledge-translation platforms URL

          Read the entire article.

        • Climate for evidence informed health system policymaking in Cameroon and Uganda before and after the introduction of knowledge translation platforms: a structured review of governmental policy documents URL

          Read the entire article.

        • Conceptual background and case studies - Introduction to EVIPNet Europe URL

          Read section 3 titled "Knowledge Translation Platforms" (pages 35-43) and section 4 titled "Knowledge Translation Platform Case Studies" (pages 44-52).

      • Module 4: Lesson 3:  The Policy Brief and Dialogue Model & End-of-grant dissemination tools

        Learning Objectives:
        • Understand that the policy brief and dialogue model bring together brokering and synthesis in unique ways, marshaling the best-available research evidence to answer pressing policy questions.
        • Detail several different and widely used dissemination tools, especially those methods that are most relevant to policy and achieving influence.
        Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours and 31 minutes

        Click here to start this lesson

        9 URLs, 1 Quiz
        • Required Learning Resources and Activities
        • SUPPORT Tools for evidence-informed health Policymaking (STP) 13: Preparing and using policy briefs to support evidence-informed policymaking URL

          Read the entire article.

        • SUPPORT Tools for evidence-informed health Policymaking (STP) 14: Organising and using policy dialogues to support evidence-informed policymaking URL

          Read the entire article.

        • Implementation research toolkit URL

          Download the PDF version of Module 5. Then, read the entire module.

        • Quiz: Module 4: Lesson 3:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Additional Learning Options
        • How can knowledge brokering be advanced in a country’s health system? URL

          Read the entire policy brief.

        • Evidence briefs and deliberative dialogues: perceptions and intentions to act on what was learnt URL

          Read the entire article.

        • SURE Guides for Preparing and Using Evidence-Based Policy Briefs URL

          View the SURE guides online by clicking on the appropriate link.  Then explore the entire 8 guides.

        • Guide to Knowledge Translation Planning at CIHR: Integrated and End-of-Grant Approaches URL

          Scroll down and read the sections titled "End-of-grant knowledge translation (KT)", "End-of-grant knowledge translation (KT) plan worksheet", and "Examples of end-of-grant knowledge translation (KT)".

        • Evidence summaries tailored to health policy-makers in low- and middle-income countries URL

          Read the entire article.

        • Knowledge to Action: An End-of-Grant Knowledge Translation Casebook URL

          Read cases 1-9.

      • Module 5: Stakeholder Analysis

        Competencies covered in this module:
        • Understand the core tenets of a stakeholder analysis (e.g. completing stakeholder sheets).

        Click here for the brief module introduction

        • Module 5 introduces a key KT tool - the stakeholder analysis. This module provides an overview of stakeholder analysis approaches and then moves to more practice-based resources on simple stakeholder analysis tools. Students will have the opportunity to conduct their own stakeholder analysis and consider how this tool can be valuable when working with both research and policy makers. Module 5 consists of 2 lessons, each with resources and quizzes.

      • Module 5: Lesson 1: An Overview of Stakeholder Analysis Approaches

        Learning Objectives:
        • Define the concept of stakeholder and describe the ways in which a simple stakeholder analysis can be used to provide a comprehensive analysis of stakeholders relevant to the issue at hand.
        Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 1 minute

        Click here to start this lesson

        1 URL, 1 Quiz
        • Required Learning Resources and Activities
        • Section 8. Identifying and Analyzing Stakeholders and Their Interests URL

          Read the entire web page.

        • Quiz: Module 5: Lesson 1:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

      • Module 5: Lesson 2: Simple Stakeholder Analysis Tools

        Learning Objectives:
        • Define the series of steps needed for identifying primary, secondary and key stakeholders.
        Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 45 minutes

        Click here to start this lesson

        6 URLs, 1 Quiz
        • Required Learning Resources and Activities
        • Stakeholder Mapping URL

          Read the entire report.

        • Stakeholder Engagement Tool URL

          Download the PDF version of the document by clicking on the appropriate link.  Then, read the entire document.

        • Quiz: Module 5: Lesson 2:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Additional Learning Options
        • Stakeholder analysis of the Programme for Improving Mental health carE (PRIME): baseline findings URL

          Read the entire article.

        • 4 Step Process for Stakeholder Analysis URL

          Read the entire document.

        • Performance Measurement: Advice and examples on how to develop effective frameworks URL

          Scroll down and read Module 3 titled "Engaging with stakeholders over measurement" (pages 23-29).

        • Health service planning and policy-making: a toolkit for nurses and midwives URL

          Download Module 2 titled "Stakeholder analysis and networks" by clicking on the appropriate link.  Then, read the entire module focussing on the exercise sheets.

      • Module 6: Political Context Analysis

        Competencies covered in this module:
        • Understand the rudiments of a political context analysis (e.g completing a force-field analysis or trend analysis).

        Click here for the brief module introduction

        • Module 6 introduces a key KT tool - the political context analysis. First, this module provides an overview of political context analysis approaches and then moves to more practice-based resources on simple political context analysis tools. Students will have the opportunity to consider how this tool can be valuable when working with both research and policy makers. Module 6 consists of 2 lessons, each with resources and quizzes.

          When reading this Module’s resources, students should pay attention to the following factors that influence political context.

          Policy Process Factors

          • National-, district- or local-level policy experience related to the issue at hand. How have previous policy agendas been influenced and set? What opportunities currently exist to influence the policy agenda?
          • National-, district- or local-level policy implementation related to the issue at hand. How have previous related policies been created, implemented and evaluated?
          • Health system history and reactions. What components of the health system itself have high relevance to policy formulation or implementation concerning the issue at hand?

          Foundational Factors

          • Rules, a constitution, regulations, codes of conduct, responsibilities etc. at the national level relevant to the issue at hand
          • Domestic roles and responsibilities relevant to the issue at hand, including financial, human resources and public-private partnerships
          • Domestic cultural events or practices (including values, traditions, ideologies, religions)relevant to the issue at hand
          • External occurrences affecting any of the above (e.g. natural disasters, climate change)

          External Factors

          • Global regulatory or guidance bodies (e.g. WHO), global agencies (e.g. multilateral and bilateral funders), global initiatives, and multinational corporations with long histories or investments within the country relevant to the issue at hand.
          • Cultural events or practices arising from the global level (disseminated, for instance, on the internet or through online social media platforms) with particular ramifications for the issue at hand. What national campaigns, coalitions, foundations are, for instance, working to mobilize the public or major stakeholders relating to the issue at hand?

      • Module 6: Lesson 1:  An Overview of Political Context Analysis Tools

        Learning Objectives:
        • Define political context analysis and understand that it is a complement to stakeholder analysis.
        Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 19 minutes

        Click here to start this lesson

        3 URLs, 1 Quiz
        • Required Learning Resources and Activities
        • Guidance for Evidence-Informed Policies about Health Systems: Linking Guidance Development to Policy Development URL

          Read the entire article.

        • Political and Institutional Influences on the Use of Evidence in Public Health Policy. A Systematic Review URL

          Read the entire article.

        • Quiz: Module 6: Lesson 1:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Additional Learning Options
        • Context Analysis Tools URL

          Read the entire document

      • Module 6: Lesson 2:  Simple Political Context Analysis Tools

        Learning Objectives:
        • Understand the use of a Force Field Analysis and a SWOT analysis with particular attention to policy process factors, foundational factors and external factors.
        Approximate time required for the readings for this lesson (at 144 words/minute): 44 minutes>

        Click here to start this lesson

        4 URLs, 1 Quiz
        • Required Learning Resources and Activities
        • Tools for Institutional, Political and Social Analysis of Policy Reform:  A Sourcebook for Development Practitioners URL

          Download the PDF then, read the section titled "Tool Name: Force-Field Analysis" (pages  168-171).

        • Male circumcision situation analysis toolkit URL

          Scroll down and under the heading titled "Tools for situation analysis", read the content of Tool 3 titled "Stakeholders’ meeting" (pages 34-42) as well as Annex 2 section 3 titled "SWOT Analysis" (page 80-81)" to learn about SWOT analysis and Spider Diagrams (a Trend Analysis Tool).

        • Quiz: Module 6: Lesson 2:
          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
        • Additional Learning Options
        • Making Decisions Using Force Field Analysis URL

          Read the entire article.

        • Section 14. SWOT Analysis: Strengths, Weaknesses, Opportunities, and Threats URL

          Read the entire web page.

      • Module 7: Priority Setting - The Basics

        Competencies covered in this module:
        1. Understand the overarching theory of priority setting, the two major types of priority setting, and the synergies that may exist between the two.
        2. Be able to roughly design a priority setting process of either type, using one or a combination of the presented models.
        3. Be completely up-to-date on major topics and themes within the priority setting literature.

        Click here for the brief module introduction

        • Module 7 begins with an introduction to the theory of priority setting and its relevance to KT practice and policy making. The module focuses on priority setting in terms of service delivery models and public health interventions. Students will focus on building skills in understanding the objective, techniques, and process of priority setting in the KT field. Module 7 consists of 2 lessons, each with resources and quizzes.

      • Module 7: Lesson 1:  The Theory of Priority Setting

        Learning Objectives:
        • Detail the two major types of priority-setting processes.
        • Describe the Accountability for Reasonableness framework.
        Approximate time required for the readings for this lesson (at 144 words/minute): 3 hours and 19 minutes

        Click here to start this lesson

        11 URLs, 1 Quiz
        • Required Learning Resources and Activities
        • Deliberative Priority Setting – a CIHR KT module URL

          Read the subsection titled "2.  Priority Setting" (pages 6-9) to learn about the two major types of priority-setting processes.

        • The accountability for reasonableness approach to guide priority setting in health systems within limited resources – findings from action research at district level in Kenya, Tanzania, and Zambia URL

          Read the entire article.

        • Guidance on priority setting in health care (GPS-Health): the inclusion of equity criteria not captured by cost-effectiveness analysis URL

          Read the entire article.

        • A review of selected research priority setting processes at national level in low and middle income countries: towards fair and legitimate priority setting URL

          Read the entire article.

        • Priority Setting for Health Policy and Systems Research URL

          Read the entire brief.

        • Quiz: Module 7: Lesson 1:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Additional Learning Options
        • Delivering from the Centre:  Strengthening the role of the centre of government in driving priority strategies URL

          Read the entire report.

        • Priority Medicines for Europe and the World Update Report, 2013 URL

          Read chapter 3 titled "Approaches to Priority Settings".

        • Setting Priorities in Global Child Health Research Investments: Universal Challenges and Conceptual Framework URL

          Read the entire article.

        • Priority setting and health policy and systems research URL

          Read the entire article.

        • Priority setting: what constitutes success? A conceptual framework for successful priority setting URL

          Read the entire article.

        • Eliciting policymakers’ and stakeholders’ opinions to help shape health system research priorities in the Middle East and North Africa region URL

          Read the entire article.

      • Module 7: Lesson 2: Priority Setting for Service Delivery Models and Public Health Interventions

        Learning Objectives:
        • Understand two approaches used by institutions in determining the services they will offer
        • Discuss priority-setting techniques that are used by institutions for prioritizing among interventions
        Approximate time required for the readings for this lesson (at 144 words/minute): 3 hours and 48 minutes

        Click here to start this lesson

        8 URLs, 1 Forum, 1 Quiz
        • Required Learning Resources and Activities
        • A national Programme Budgeting and Marginal Analysis (PBMA) of health improvement spending across Wales: disinvestment and reinvestment across the life course URL

          Read the entire article.

        • Health care priority setting in Norway a multicriteria decision analysis URL

          Read the entire article.

        • Overview of the Lives Saved Tool (LiST) URL

          Read the entire article.

        • What is the Bottleneck Analysis Approach for the Management of Severe Acute Malnutrition URL

          Read the entire document.

        • Chapter 5 Specialized Substance Abuse Treatment Programs URL

          Read from "Directories of Local Substance Abuse Treatment Systems" until " Treatment Settings". (20 minutes)

        • Peer Activity 5: Priority Setting Process Forum

          Step 1: Outline a priority-setting process for either research or service delivery.

          Step 2: 

          If you choose to outline a priority-setting process for research:

            1. Consider yourself a key research stakeholder in a low-income country or province.
            2. Create a list of research topics that need to be addressed.
            3. Outline criteria that could be used to assess the priority of the topics on your list.
            4. Apply the criteria to your list.
            5. Rank your topics from highest to lowest priority.

          If you choose to outline a priority-setting process for service delivery:

            1. Consider yourself a part of the upper management in a health organization within a low-income country or province.
            2. Create a list of research topics that need to be addressed.
            3. Outline criteria that could be used to assess the priority of the topics on your list.
            4. Apply the criteria to your list.
            5. Rank your topics from highest to lowest priority.

          Step 3: Write a 500 - 1000 words report.

          Step 4: Submit your assignment for peer review by clicking “add a new discussion topic” below and completing the fields.

          Step 5: Review the work of one of your peers by asking yourself the questions listed below and provide feedback in his post

          1. Did my peer make a report of 500 - 1000 words?
          2. Does my peer show evidence that she/he utilized and understood the required readings in the module?
          3. Did my peer address all the questions of step two?

        • Quiz: Module 7: Lesson 2:

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Additional Learning Options
        • LiST: using epidemiology to guide child survival policymaking and programming URL

          Read the entire article.

        • Evidence-Based Priority Setting for Health Care and Research: Tools to Support Policy in Maternal, Neonatal, and Child Health in Africa URL

          Read the entire article.

        • Adoption and use of the bottleneck analysis approach in Ghana’s health sector URL

          Read the entire document.

      • Final Exam:

        Click here to start Final Examination


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          To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 50 questions, and you will have 50 minutes to complete it. When the time is over, you will have two minutes to submit your attempt before it expires, and your progress is discarded. You will not be able to answer additional questions in the grace period.

          To access the exam, click on the name of the exam provided above. On the following screen, click the Preview quiz now button to respond to the questions.

      • Course and Self Evaluation & Certificate

        In this section, you can provide feedback about this course to help us make NextGenU.org better. Once evaluations are completed, you will be able to download your certificate of completion. 

        Click here give your feedback

        • Course Evaluation Questionnaire
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      • Course Activities

        3 Pages
        • Discussions Page
        • Peer Activities Page
        • Discussion Forums Page
      Skip Course Activities and Resources
      Course Activities and Resources
      • Syllabus
      • Resources
      • All Peer Activities
      • All Discussion Forums
      • Quizzes
      • KT101
      • General
      • How to create an account and enroll in the course?
      • Knowledge Translation Homepage
      • Module 1: Knowledge Translation - The Basics
      • Module 1: Lesson 1: An Overview of Knowledge and the Layers of Knowledge
      • Module 1: Lesson 2: KT Types, Definitions, Frameworks
      • Module 2: Evidence
      • Module 2: Lesson 1: Types of Evidence
      • Module 2: Lesson 2:  Hierarchy of Evidence
      • Module 3: At the Interface of Research and Policy
      • Module 3: Lesson 1: Overlaps in the Research and Policy Processes
      • Module 3: Lesson 2:  Barriers and Facilitators at the Interface
      • Module 3: Lesson 3:  Polarization: From Evidence to Advocacy
      • Module 4: Knowledge Translation Approaches and Tools
      • Module 4: Lesson 1: Major Approaches in Knowledge Translation
      • Module 4: Lesson 2:  Brokering and Synthesis & The Knowledge Translation Platform
      • Module 4: Lesson 3:  The Policy Brief and Dialogue Model & End-of-grant dissemination tools
      • Module 5: Stakeholder Analysis
      • Module 5: Lesson 1: An Overview of Stakeholder Analysis Approaches
      • Module 5: Lesson 2: Simple Stakeholder Analysis Tools
      • Module 6: Political Context Analysis
      • Module 6: Lesson 1:  An Overview of Political Context Analysis Tools
      • Module 6: Lesson 2:  Simple Political Context Analysis Tools
      • Module 7: Priority Setting - The Basics
      • Module 7: Lesson 1:  The Theory of Priority Setting
      • Module 7: Lesson 2: Priority Setting for Service Delivery Models and Public Health Interventions
      • Final Exam:
      • Course and Self Evaluation & Certificate
      • Course Activities
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