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Table 3 KTFN educational strategies

From: Building knowledge translation competency in a community-based hospital: a practice-informed curriculum for healthcare providers, researchers, and leadership

Strategy Example execution
Didactic content See Table 2
Think-Pair-Share [27] Participants engaged in a think-pair-share activity to help them establish KT goals for their project. Participants were encouraged to think individually (think) about their KT goal(s). They engaged with a partner (pair and share) to share their goal(s) and acquire feedback. All participants engaged in a broader group discussion (share) to share ideas about their KT goals, foster their critical thinking about KT and maximize group participation.
Story-telling Story telling was used by the EtC team and participants to share and reflect on lived experiences about KT. Attention was drawn to organizational facilitators and barriers to implementation of specific initiatives (e.g., highlight intra-organizational partnerships that can facilitate dissemination and implementation goals).
Case-studies Pediatric rehabilitation-focused case studies were provided to the participants to foster their KT learning. Questions related to topics such as target audiences, dissemination strategies, and stakeholder engagement were posed to foster application of KT concepts.
Consultation The EtC team provided consultative services to the participants. The participants were encouraged to seek assistance from the EtC team for items such as fostering their understanding of KT concepts or assistance with KT planning.
Independent KT planning Participants engaged in independent KT planning where they applied concepts learned from KTFN to help them plan for their project. Planning involved identifying their KT goal, target audiences, key messages, stakeholder engagement opportunities and dissemination and implementation activities where appropriate.
Videos Videos from websites such as the Ontario Centre of Excellence for Child and Youth Mental Health [28] were used to speak to the value of KT activities.
Guest lectures Guest lecturers were both internal and external to the organization.
Internal guest lecturers shared how they operationalized KT within the organization and discussed successes, pitfalls, and learnings.
External guest lecturers provided in-depth knowledge on executing KT activities (e.g., evaluation).
Participant presentations Participants presented their KT plan that was developed throughout the curriculum. These presentations were an opportunity for participants to showcase their work, gather feedback from their peers and demonstrate their application of KT concepts.
Simulation Participants took on a persona/perspective unlike their current role, which helped them think through preconceived notions that all individuals bring to their work and the importance of considering stakeholder values and beliefs as part of the engagement process.
How to have a conversation about KT: participants engaged with professional actors and focused on how to have a conversation about KT and the different elements and perspectives that need to be considered [29].