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Background Globally, healthcare systems are attempting to optimize quality of care.

Background Globally, healthcare systems are attempting to optimize quality of care. an interdisciplinary field of KT research and the need to enhance capacity in KT to meet the demand. Similar to the situation in other countries, we have a shortage of people trained in the science and practice of KT in Canada. To respond to this challenge, we are developing a national training initiative (funded by the Canadian Institutes of Health Research, or CIHR, from 2009 through 2015) including colleagues from eight universities. ARRY-438162 It was established to ARRY-438162 enhance capacity in the science and practice of KT by: 1. Providing innovative training centres and laboratories for trainees from various research disciplines (including clinical epidemiology, health services research, interpersonal sciences, engineering, and health informatics, and from different professions including medicine, nursing, engineering, and psychology) to develop skills in KT and KT research. 2. Linking trainees and mentors to collaboratively advance the science and practice of KT. 3. Partnering with other national and international research groups to promote KT research and training of well-rounded trainees across a range of settings, and clinical and health system issues. In our literature search to identify KT training initiatives, we were unable to identify any national KT training strategies that we could model. To develop our strategy, we considered the need to advance both the science and practice of KT and made the decision that to enhance capacity we should focus training on three streams: Stream 1 includes graduate (MSc and PhD) and advanced (postdoctoral) training in the science and practice of KT; Stream 2 includes training in the basic principles of the science and practice of KT for researchers from other areas such as basic science and health services research; and Stream 3 includes basic training in the practice of KT for any knowledge users interested in enhancing their knowledge and skills for practicing KT. The KT Training Streams Several educational theories and principles can guideline the development of an educational program. Common ARRY-438162 elements that form the basis of our program include the assessment of learning needs, facilitation of interpersonal conversation between learners, and provision of opportunities to practice new skills [7]. People have different learning styles, and inclusion of a range of teaching techniques are used to meet these needs including active learning through small group work, interactive discussions (seminars and asynchronous discussions), and brief didactic sessions [8]. Elements of cognitive learning theory influence the program development of Stream 1, particularly the use of mentorship to support learners [7]. Adult learning theory influences all streams, assuming that learners have acquired knowledge, are motivated to learning material relevant to their needs and are self-directed. Two frameworks guideline our training curriculum: the Medical Research Council (MRC) Framework for Complex Interventions and the Knowledge to Action loop [9,10]. Our ultimate goal is to improve the quality of care through the development and evaluation of ARRY-438162 KT interventions in real world settings to provide practical guidance to healthcare stakeholders (including clinicians, patients, policy makers, and managers) about optimal KT strategies. The UK MRC Framework for Complex Interventions [9] extends from contextual assessment and development of the theoretical basis for an intervention through to development, evaluation and cost-effectiveness of an intervention, and to evaluation of its sustainability. This framework was used to identify the core competencies for Stream 1 trainees that are described below. The second framework that informs the training curriculum and development of the core competencies ARRY-438162 is the Knowledge to Action loop developed by Graham Mouse monoclonal to cTnI et al. [10] (Physique ?(Figure1).1). It highlights processes relating to knowledge creation, distillation, and use. This framework may be.