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Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
Measuring Signal Strength in KT: Who's Catching What We're Pitching?
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Measuring Signal Strength in KT: Who's Catching What We're Pitching?

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Oral presentation at the Knowledge Translation Network conference in Banff, Alberta, October 2013 …

Oral presentation at the Knowledge Translation Network conference in Banff, Alberta, October 2013

As our three year study assessing the built environment's impact on children's activity levels in Saskatoon drew to a close, we received a CIHR knowledge translation (KT) supplement to conduct additional activities and evaluate the project’s impact. With these funds we spent a year conducting workshops and public lectures, developed a website, blog and social media presence, published a fact sheet series, created a board game to teach people how to manage research projects, and produced several short videos. We concluded the year with an evaluation of the project's impact.

We use a five-step approach to integrated knowledge translation: identify stakeholders, engage them early, engage them often, conduct research they can use, and give them results they understand. This evaluation gave us our first comprehensive look at the impact of this approach, moving beyond previous anecdotal evidence of its effectiveness.

To evaluate our KT efforts, we surveyed attendees after events, and circulated our fact sheets to key informants to assess their clarity, usefulness and organization. We also hired an external evaluator to interview key informants about the study's impact, including the principal investigator and research staff.

We found that our ongoing engagement with stakeholders, and our use of plain language and storytelling when interacting with them, made our findings easier for them to understand and put into action.

The evaluation findings confirmed the power of our approach: one stakeholder commented that our team is “so engaged..[and] went out of the way to engage the public”; another mentioned that the project management activities gave her “a real hands experience in drawing a timeline for a research project….you’ve done a good job…Congrats.”

As we advance our understanding of the integrated knowledge translation, evaluating the impact of our efforts becomes increasingly important. Come learn from our experiences in testing out and evaluating a range of KT methods.

For more information, check out www.smartcitieshealthykids.com

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Transcript

  • 1. Measuring signal strength in KT: who's catching what we're pitching? Fleur Macqueen Smith, MA KT Manager, Healthy Children Research team, Saskatchewan Population
  • 2. 1. identify stakeholde rs 2. engage them early 3. engage them often 4. conduct research
  • 3. Evaluation Questions 1. Did KT materials and activities convey the project’s purpose? 2. Which materials and activities were most useful? 3. What impact did the project have on behaviours and attitudes?
  • 4. Workshop Evaluations (7)
  • 5. “The activities section gives a real hands experience in drawing a timeline for a research project….Tracy and your team…you’ve done a good job…Congrats.”
  • 6. “…enjoyed the smaller sessions and group work…”
  • 7. “Speaker shared her own experience – that was the best part. Activities were related to practical situations – were challenging and I liked it.”
  • 8. “I really enjoyed the Researchopoly game. It gave a clear picture of what can happen during actual situations when managing a research project”
  • 9. “I understand better the planning phase of my research; I had not thought to think it through to knowledge translation”
  • 10. Key informant interviews (11)
  • 11. Knowledge translation materials encountered by key informants (most reported to least reported) – orange bars represent the two KT materials indicated as being the “most useful”
  • 12. The team was “so engaged [and] went out of the way to engage the public”
  • 13. “the link to the university is beneficial to us”
  • 14. “…definitely have been pulling in local research evidence for local work I do…”
  • 15. “Work with community/ stakeholders was a very valuable model and should be looked at and used by others in community- engaged research”
  • 16. What was effective? Early, ongoing involvement of stakeholders frequent face-to-face interactions having time to build relationships building KT capacity by training researchers, assistants clearly laying out roles and expectations using active, multifaceted dissemination strategies using knowledge brokers who disseminated study results through existing networks
  • 17. Thanks to: Nazeem Muhajarine, PI Tracy Ridalls, Project Manager Thilina Bandara, Photographer Sujani Sivanantharajah, Evaluator researchers and research assistants Funders: Canadian Institutes of Health Research Heart and Stroke Foundation of Canada Health Research Foundation Saskatchewan Health Research Foundation University of Saskatchewan
  • 18. For a look at our Researchopoly game, see our fun video on YouTube at: • http://www.youtube.com/watch?v=qWC7cS4 pmfc&feature=share&list=UUxoOJhYIRvId0Bp _DtemrGQ

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