SlideShare a Scribd company logo
1 of 60
Download to read offline
Welcome!
• This webinar will be recorded.
• Your microphone and camera will be turned off for the duration of the
webinar.
• To ensure accessibility, live captions can be enabled from the control
panel.
November 15, 2023
1:00-2:30 EST
Susan Snelling, PhD
Senior Knowledge Translation Specialist
ALL the Evidence:
Appraising and using evidence about community
context and organizational resources
Housekeeping
• Connection issues
• We recommend using a wired Internet
Connection
• If you are experiencing technical issues please
send a private message to Alyssa Kostopoulos
• Live transcripts are enabled
• Use the Q&A and chat to post questions
and/or comments throughout the webinar
• Post your questions in the Q&A
• Send questions about technical difficulties in a
private chat to Alyssa Kostopoulos
• Polling
After Today
After the webinar, access the recording (in English) at
www.youtube.com/nccmt and slides in English and French at
www.slideshare.net/NCCMT/presentations.
Disclaimer
5
• Funded by the Public Health Agency of Canada | Affiliated with McMaster University.
• Production of this presentation has been made possible through a financial contribution
from the Public Health Agency of Canada. The views expressed here do not necessarily
reflect the views of the Public Health Agency of Canada.
Land Acknowledgement
McMaster University recognizes and acknowledges that it is
located on the traditional territories of the Mississauga and
Haudenosaunee nations, and within the lands protected by
the Dish With One Spoon wampum agreement.
The National Collaborating Centres for Public Health
The National Collaborating Centre for Methods and Tools
• Facilitates and scales evidence-
informed decision making in public
health organizations
• Provides high-quality resources, real-
world training and practical mentorship
that respond to the evolving needs of
public health
• Advances stronger public health,
driven by the best-available evidence,
to improve the health and well-being of
every person living in Canada
Pre-webinar Polling Questions
1.How many people are watching today’s session with you?
A) Just Me
B) 2-3
C) 4-5
D) 6-10
E) >10
2. Have you visited the National Collaborating Centre for Methods and Tools’ website or used its resources before?
A) Yes
B) No
3. If you stated YES on the previous question, how many times have you used the NCCMT’s resources?
A) Once
B) 2-3 times
C) 4-10 times
D) 10+ times
E) I’ve never used the NCCMT’s resources.
Presenter
10
Susan Snelling, PhD
Senior Knowledge
Translation Specialist
Learning Objectives
11
1. Understand the process of appraising and applying evidence from
research and context.
2. Be familiar with the NCCMT QACE and RPA Tools to support you in
using the best available evidence.
3. Understand the application of the tools through an example scenario
featuring critical appraisal and multiple sources of evidence.
1 2 3 4
EIDM Tools Scenario Decision
Flow
Core Concepts in Evidence
Informed Decision Making
Evidence-informed Decision Making (EIDM)
13
The process of distilling and
disseminating the best
available evidence from
research, context and
experience, and using that
evidence to inform and
improve public health practice
and policy.
Four Domains of Evidence in Public Health
14
ALL the Evidence
Evidence-informed decision making
involves the use of multiple sources
of evidence.
Sounds good!
And…
• Not all evidence contributes in the
same way – different sources inform
us about different aspects of the
decision.
• Not all evidence should be weighted
equally – higher quality evidence (of
any kind) should have a greater
influence on the decision
What interventions
are effective?
Is there a need
locally?
Context for
intervention?
Do we have the
necessary
resources?
1 2 3 4
Tools to Support Use of Evidence
EIDM Tools Scenario Decision
Flow
Tool Development
17
Academic and grey literature review
for existing tools and measures
Suggestions and feedback from
librarians, public staff in diverse roles,
and public health professionals
across Canada
Quality Assessment of Community Evidence (QACE)
18
The Quality Assessment of Community Evidence (QACE) Tools were developed
to assess the quality of evidence for:
“Is the quality of this evidence about community needs and preferences
good enough to influence decision making?”
www.nccmt.ca/qace
Core Dimensions of Quality for Local Health Status and
Community Evidence
19
Resource Planning and Assessment (RPA) Tool
20
Focuses on resource planning, capturing what is known about available resources
and the level of confidence in estimates of resource needs.
Resources
e.g., financial or
human resources
“Based on evidence about financial and human resources, is a given
intervention feasible?”
https://www.nccmt.ca/rpa
Core Dimensions of Resource Planning
21
Human Resources
• Personnel
• Skills, training,
certifications
• Collaboration with key
partners
Material Resources
• Equipment and
supplies
• Honoraria/incentives
• Space
Organizational Support
Resources
• Equity considerations
• Leadership
• Information technology
• Promotion/media/social
media
• Administrative support;
Enthusiasm; Buy-in
Quality Assessment of Research Evidence
22
Lots of tools available!
Try CASP as one option: https://casp-uk.net/casp-tools-checklists/
Research
e.g., qualitative or
quantitative research
“Is the quality of this research evidence about effectiveness
good enough to influence decision making?”
https://www.nccmt.ca/learning-modules
1 2 3 4
Scenario Using Multiple Sources
of Evidence
EIDM Tools Scenario Decision
Flow
Scenario
24
Decision to Promote Active School Transportation
Critical Appraisal and Application of Multiple Sources of Evidence
Scenario: Active School Transportation
25
Decision: Should our community implement an Active School
Transport intervention?
Research
e.g., qualitative or
quantitative research
• Find research evidence about
what works
• Assess quality, retaining the
best-available evidence
Health Evidence™ Search
26
Search Results
27
Search Results
28
What did the Jones et al (2019) systematic review include?
• Effectiveness of active transport interventions on physical activity and fitness in primary
school children (aged 4-11 years), compared to an inactive control.
• Seventeen eligible studies were included.
What does Jones (2019) tell us?
1. Active travel shows promise in increasing physical activity in primary school children.
a. Intervention group saw small, statistically significant difference in outcomes.
2. Walking school buses & educational strategies were most effective.
3. More complex interventions did not necessarily produce larger effect sizes.
4. Overall quality of included studies = weak.
29
Decision: Should our community implement an Active School
Transport intervention?
30
• Find research evidence
• Assess quality, retaining
the best-available
evidence
• Active travel interventions
increase physical activity
in primary school children
– small effect.
Community Evidence
31
• What is the local need?
• Magnitude of the health issue in
the local setting
• Significance and importance of
the issue in comparison to other
community health concerns
• Context for Intervention
• Who else is working on this issue?
• Needs, interests and intervention
preferences of community members,
stakeholders, and consumer groups
• Support or opposition from the
public/government officials; Current
political climate
Decision: Should our community implement an Active School
Transport intervention?
32
• Find evidence of local
community need and context
• Assess quality, retaining the best-
available evidence
• E.g., current physical activity data
• E.g., current distances traveled to
school
Community health
issues, local context:
QACE Tool A
33
QACE Tool A Is the quality of this evidence about local health issues and
local context good enough to influence decision making?
Relevant
Trustworthy
Equity-informed
Possible sources of evidence:
• School census
-Proportion of kids within walking distance
• Caregiver survey
-Current rates of active transport
• Mapping current routes to school
Quality Assessment:
34
Is the quality of this evidence about local health issues
and local context good enough to influence decision
making?”
QACE Tool A
Relevant
• Meaningful  Does this source address my topic of interest?
 Is this indicator relevant to my topic?
 Does this source allow me to determine the significance of this
issue compared to other issues?
• Applicable
• Transferable
 Does this source include data available at the regional/local level?
How important is regional/local level data for my topic of interest?
Summary of your assessment:
(e.g., quality, gaps and limitations)
35
Is the quality of this evidence about local health issues
and local context good enough to influence decision
making?
QACE Tool A
Trustworthy
• Methodologically
sound
 What methods were used? Were those appropriate methods for the topic?
 To what extent did the methods reduce the risk of bias?
 Are there conflicts of interest that could introduce bias into the evidence?
• Transparent
• Cognizant of
research evidence
 Does this source draw a conclusion? Is the conclusion based on evidence?
To what extent is the basis for that conclusion transparent?
 To what extent does the conclusion align with other available evidence
(“triangulation”)? What might account for any differences?
• Richness/
Saturation/
Adequacy of data
 Are there gaps in this data source? How significant are those gaps to a
complete understanding of the issue?
Summary of your assessment:
(e.g., quality, gaps and limitations)
36
Is the quality of this evidence about local health issues
and local context good enough to influence decision
making?
QACE Tool A
Equity-Informed
• Representative of
community
 What is the level of analysis and reporting (e.g., census area or smaller)?
 Does this source provide data on the health status of specific groups in the
community?
 Where are the population health data gaps?
• Engaging
stakeholders
• Intersectional
• Inclusive
 Does this source include all groups, including disadvantaged groups?
 Were any population groups excluded from data collection (e.g., people
without telephones, no permanent housing, etc.)?
 Where are the population health data gaps?
• Culturally safe; ethical
data collection
 To what extent was the evidence collected in an ethical and culturally safe
way?
 Did the source abide by Tri-Council policies on ethical data collection?
 Were OCAP™ principles observed, if applicable?
 Were communities consulted about whether and how they wanted to
provide data?
 Were communities involved in the interpretation and sharing of the findings?
Summary of your assessment:
(e.g., quality, gaps and limitations)
37
QACE Tool A Is the quality of this evidence about local health issues and
local context good enough to influence decision making?
Relevant
Trustworthy
Equity-informed
Possible sources of evidence:
• School census
-Proportion of kids within walking distance
• Caregiver survey
-Current rates of active transport
• Mapping current routes to school
Local school data:
• 65% of students live within walking distance
of school
• 31% usually walk/wheel to school
Quality Assessment:
Decision: Should our community implement an Active School
Transport intervention?
38
• Find evidence of local
community preferences
• Assess quality, retaining the
best-available evidence
• E.g., Other organizations
promoting active school
transport?
• E.g., focus group data on support
for active school transport among
parents? among school admin?
Community and
political preferences
and actions:
QACE Tool B
39
Is the quality of this evidence about community and political
preferences and actions good enough to influence decision
making?
QACE Tool B
Relevant
Trustworthy
Equity-informed
Quality Assessment:
Possible sources of evidence:
Local survey data:
• Top reasons to not walk/wheel
• Top desired changes
Is the quality of this evidence about community and political
preferences and actions good enough to influence decision
making?
40
QACE Tool B
Relevant
• Meaningful  Does this source outline a clear question that is being answered?
 Does this source address my topic of interest?
• Applicable
• Transferable
 How applicable and transferable is this evidence to my community and local
context?
 How similar is the context of this source to my setting?
Summary of your assessment:
(e.g., quality, gaps and limitations)
Is the quality of this evidence about community and political
preferences and actions good enough to influence decision
making?
41
QACE Tool B
Trustworthy
• Methodologically
sound
 What methods were used? Were those appropriate methods for the topic?
 To what extent did the methods reduce the risk of bias? (A separate quality
assessment tool such as the GRADE-CERQual can help answer this
question.)
 Are there conflicts of interest that could introduce bias into the evidence?
• Transparent
• Cognizant of research
evidence
 Does this source draw a conclusion? Is the conclusion based on evidence?
To what extent is the basis for that conclusion transparent?
 To what extent does the conclusion align with other available evidence
(“triangulation”)? What might account for any differences?
• Richness/ Saturation/
Adequacy of data
 To what extent is this evidence adequate for understanding all perspectives
on the issue?
 How significant are any gaps to a complete understanding of the issue?
Summary of your assessment:
(e.g., quality, gaps and limitations)
Is the quality of this evidence about community and political
preferences and actions good enough to influence decision
making?
42
QACE Tool B
Equity-Informed
• Representative
of community
 How representative is this source of my community, including disadvantaged
groups?
 Have all affected community groups been considered? Whose perspectives are not
heard?
• Engaging
stakeholders
• Intersectional
• Inclusive
 How were affected communities engaged in the evidence gathering process?
Whose perspectives are not being considered?
 How participatory was the engagement of members of affected community groups?
 Where does the community engagement fall on the IAP2 spectrum: inform, consult,
involve, collaborate, empower?
• Culturally safe;
ethical data
collection
 To what extent was the evidence collected in an ethical and culturally safe way?
 Did the source abide by Tri-Council policies on ethical data collection?
 Were OCAP™ principles observed, if applicable?
 Were communities consulted about whether and how they wanted to provide data?
 Were communities involved in the interpretation and sharing of the findings?
Summary of your assessment:
(e.g., quality, gaps and limitations)
43
Is the quality of this evidence about community and political
preferences and actions good enough to influence decision
making?
QACE Tool B
Relevant
Trustworthy
Equity-informed
Quality Assessment:
Possible sources of evidence:
Local survey data:
• Top reasons to not walk/wheel:
• Family schedule 42%
• Safety/traffic 20%
• Too far 11%
• Top desired changes
• Improved street safety 52%
• Designated routes 19%
• Different bell times 4%
Decision: Should our community implement an Active School
Transport intervention?
44
Decision: Should our community implement an Active School
Transport intervention?
45
• What resources will be needed to
implement the proposed
intervention/program/service?
• Are the needed resources
available?
• Is the intervention/program/
service feasible from a resource
standpoint?
Human, material,
organizational support
46
Based on evidence about financial and human resources,
is this intervention feasible?”
RPA Tool
46
Human resources, e.g., coordinator time, volunteer time
Material resources, e.g., vests for walking school bus leaders
Organizational support resources, e.g., GPS research on safe
routes; other organizations that want to help
What resource gaps do we have?
How accurate and trustworthy is this information?
Consider the answers for all resource types to determine:
47
“What resources will be needed to
implement the proposed
intervention/program/service?”
“Are the needed resources
available?”
Resources
Needed:
Type,
Timeframe
and Cost
Resources
Available:
Type,
Timeframe
and Cost
Gap
(Available-
Needed)
Data
Sources
“Is the intervention/program/service
feasible from a resource standpoint?”
Human Resources Section
Sample completed
1 2 3 4
Decision Flow Using Multiple
Sources of Evidence
EIDM Tools Scenario Decision
Flow
Decision Flow
51
Research:
Yes
Local need: Yes
Community support:
Yes
Resources: Yes
Resources: No
Community
Support: No
Local need: No
Research:
No
Decision Flow: Scenario
52
Research:
Yes
Local need: Yes
Community support:
Yes
Resources: Yes
Resources: No
Community
Support: No
Local need: No
Research:
No
Weak evidence
Small effect on PA
of education and
walking school bus
QA?
31% walk now
65% could walk
QA?
Address barriers through
education; then walking
school bus (pilot?)
Low cost
Feasible
Tools to Support Using ALL the Evidence
53
• The new QACE and RPA tools fill the gap in assessing quality of evidence for
public health decision-makers.
• Community evidence, including local health status and needs and community and
political preferences and actions, should be assessed for relevance,
trustworthiness, and being equity-informed.
• Evidence related to resources, including human, material and organizational,
should be assessed for intervention feasibility, resource gaps, and the accuracy
of the information
QACE tools: nccmt.ca/qace RPA tool: nccmt.ca/rpa
Need More? Book a KB Consult!
54
• NCCMT is here to support you!
• Knowledge Broker support is
available to help you apply these
tools.
• We’re holding ‘office hours’ on
Wednesdays from 1:00 pm to
1:30 pm EST.
• To book, email
nccmt@mcmaster.ca
Questions? Comments?
55
Webinar Feedback
Your responses will be kept anonymous.
Please indicate your level of agreement with the following:
1. Participating in the webinar increased my knowledge and understanding of evidence-informed decision
making.
2. I will use the information from today’s webinar in my own practice.
3. Which of the following statements apply to your experience with the webinar today (check all that
apply):
□ The webinar was relevant to me and my public health practice
□ The webinar was effectively facilitated
□ The webinar had opportunities to participate
□ The webinar was easy to follow along
□ The webinar met my expectations
Strongly agree Agree Undecided Disagree Strongly Disagree
Strongly agree Agree Undecided Disagree Strongly Disagree
Contact Us
nccmt.ca
nccmt@mcmaster.ca
Scan for access to the
NCCMT website!
New Launch! User Dashboard
• Personalize your EIDM journey with
NCCMT’s NEW user dashboard!
• Track your progress as you work
through available training
opportunities.
• Save evidence syntheses and
publications.
• Build your own toolkit to match
your EIDM needs.
• Log in or sign up for a free NCCMT
account to take advantage of this
dashboard and enhance your
learning: nccmt.ca/login.
ACCESS MY DASHBOARD
Modules in Progress
Funded by the Public Health Agency of Canada | Affiliated with McMaster University. Production
of this presentation has been made possible through a financial contribution from the Public
Health Agency of Canada. The views expressed here do not necessarily reflect the views of the
Public Health Agency of Canada.
Thank You!
References
60
• Jones RA, Blackburn NE, Woods C, Byrne M, van Nassau F, & Tully MA. (2019). Interventions promoting
active transport to school in children: A systematic review and meta-analysis. Preventive Medicine, 123,
232-241.
• National Collaborating Centre for Methods and Tools. (2023). Resource Planning and Assessment (RPA)
Tool. https://www.nccmt.ca/rpa
• National Collaborating Centre for Methods and Tools. (2023). Quality Assessment of Community
Evidence (QACE) Tools. https://www.nccmt.ca/qace
• National Collaborating Centre for Methods and Tools. (2023). User’s Guide: Quality Assessment of
Community Evidence (QACE) Tools.
https://www.nccmt.ca/uploads/media/media/0001/02/21da73e270f256c3c008ed34627fb54b6d0f454c.pdf

More Related Content

Similar to ALL the evidence webinar: Appraising and using evidence about community context and organizational resources (2023)

Developing Performance Measures Through a Consultative Process
Developing Performance Measures Through a Consultative ProcessDeveloping Performance Measures Through a Consultative Process
Developing Performance Measures Through a Consultative ProcessCesToronto
 
Developing Performance Measures through a Consultative Process
Developing Performance Measures through a Consultative ProcessDeveloping Performance Measures through a Consultative Process
Developing Performance Measures through a Consultative ProcessKate Powadiuk
 
Seminar on Advisory and Knowledge Services: Evidence for What Works (Sept 17,...
Seminar on Advisory and Knowledge Services: Evidence for What Works (Sept 17,...Seminar on Advisory and Knowledge Services: Evidence for What Works (Sept 17,...
Seminar on Advisory and Knowledge Services: Evidence for What Works (Sept 17,...IFPRI-PIM
 
Cannon ace 2016 presentation slideshare
Cannon ace 2016 presentation slideshareCannon ace 2016 presentation slideshare
Cannon ace 2016 presentation slidesharekcannon2
 
Evaluating HIV Policy Advocacy: The Local Capacity Initiative
Evaluating HIV Policy Advocacy: The Local Capacity Initiative Evaluating HIV Policy Advocacy: The Local Capacity Initiative
Evaluating HIV Policy Advocacy: The Local Capacity Initiative MEASURE Evaluation
 
Development of an Electronic Decision Support tool to optimize performance du...
Development of an Electronic Decision Support tool to optimize performance du...Development of an Electronic Decision Support tool to optimize performance du...
Development of an Electronic Decision Support tool to optimize performance du...INSPIRE_Network
 
CURES Pilot Grant Research Guide - ap edits
CURES Pilot Grant Research Guide - ap editsCURES Pilot Grant Research Guide - ap edits
CURES Pilot Grant Research Guide - ap editsTaiwo Adewunmi
 
But Were We Successful: Using Online Asynchronous Focus Groups to Evaluate Li...
But Were We Successful: Using Online Asynchronous Focus Groups to Evaluate Li...But Were We Successful: Using Online Asynchronous Focus Groups to Evaluate Li...
But Were We Successful: Using Online Asynchronous Focus Groups to Evaluate Li...Andrea Payant
 
Demystifying Disaggregated Data: Factors that Affect Collection and Use of Se...
Demystifying Disaggregated Data: Factors that Affect Collection and Use of Se...Demystifying Disaggregated Data: Factors that Affect Collection and Use of Se...
Demystifying Disaggregated Data: Factors that Affect Collection and Use of Se...MEASURE Evaluation
 
Tips and Tricks for Establishing a Patient Advisory Group
Tips and Tricks for Establishing a Patient Advisory GroupTips and Tricks for Establishing a Patient Advisory Group
Tips and Tricks for Establishing a Patient Advisory GroupCHICommunications
 
Pathway to Practice: Incorporating Evidence into Military Family Services
Pathway to Practice: Incorporating Evidence into Military Family ServicesPathway to Practice: Incorporating Evidence into Military Family Services
Pathway to Practice: Incorporating Evidence into Military Family ServicesMFLNFamilyDevelopmnt
 
Tools and Resources for Research-Practice Partnerships
Tools and Resources for Research-Practice PartnershipsTools and Resources for Research-Practice Partnerships
Tools and Resources for Research-Practice PartnershipsThe Annie E. Casey Foundation
 

Similar to ALL the evidence webinar: Appraising and using evidence about community context and organizational resources (2023) (20)

Engaging Public and Patient Partners in Rapid Reviews
Engaging Public and Patient Partners in Rapid ReviewsEngaging Public and Patient Partners in Rapid Reviews
Engaging Public and Patient Partners in Rapid Reviews
 
Developing Performance Measures Through a Consultative Process
Developing Performance Measures Through a Consultative ProcessDeveloping Performance Measures Through a Consultative Process
Developing Performance Measures Through a Consultative Process
 
Developing Performance Measures through a Consultative Process
Developing Performance Measures through a Consultative ProcessDeveloping Performance Measures through a Consultative Process
Developing Performance Measures through a Consultative Process
 
The Tool for Assessing the Effects of Local Intersectoral Action
The Tool for Assessing the Effects of Local Intersectoral Action The Tool for Assessing the Effects of Local Intersectoral Action
The Tool for Assessing the Effects of Local Intersectoral Action
 
Peer-to-Peer Webinar Series: Success Stories in EIDM 2018 / Webinar #1
Peer-to-Peer Webinar Series: Success Stories in EIDM 2018 / Webinar #1Peer-to-Peer Webinar Series: Success Stories in EIDM 2018 / Webinar #1
Peer-to-Peer Webinar Series: Success Stories in EIDM 2018 / Webinar #1
 
Focus on Students: Resources to Prepare you for your Public Health Career
Focus on Students: Resources to Prepare you for your Public Health CareerFocus on Students: Resources to Prepare you for your Public Health Career
Focus on Students: Resources to Prepare you for your Public Health Career
 
Seminar on Advisory and Knowledge Services: Evidence for What Works (Sept 17,...
Seminar on Advisory and Knowledge Services: Evidence for What Works (Sept 17,...Seminar on Advisory and Knowledge Services: Evidence for What Works (Sept 17,...
Seminar on Advisory and Knowledge Services: Evidence for What Works (Sept 17,...
 
Cannon ace 2016 presentation slideshare
Cannon ace 2016 presentation slideshareCannon ace 2016 presentation slideshare
Cannon ace 2016 presentation slideshare
 
Thinking through ‘knowledge translation’
Thinking through ‘knowledge translation’Thinking through ‘knowledge translation’
Thinking through ‘knowledge translation’
 
Evaluating HIV Policy Advocacy: The Local Capacity Initiative
Evaluating HIV Policy Advocacy: The Local Capacity Initiative Evaluating HIV Policy Advocacy: The Local Capacity Initiative
Evaluating HIV Policy Advocacy: The Local Capacity Initiative
 
Development of an Electronic Decision Support tool to optimize performance du...
Development of an Electronic Decision Support tool to optimize performance du...Development of an Electronic Decision Support tool to optimize performance du...
Development of an Electronic Decision Support tool to optimize performance du...
 
CURES Pilot Grant Research Guide - ap edits
CURES Pilot Grant Research Guide - ap editsCURES Pilot Grant Research Guide - ap edits
CURES Pilot Grant Research Guide - ap edits
 
But Were We Successful: Using Online Asynchronous Focus Groups to Evaluate Li...
But Were We Successful: Using Online Asynchronous Focus Groups to Evaluate Li...But Were We Successful: Using Online Asynchronous Focus Groups to Evaluate Li...
But Were We Successful: Using Online Asynchronous Focus Groups to Evaluate Li...
 
NCCMT Spotlight Webinar: Guide to Policy-Influence Evaluation
NCCMT Spotlight Webinar: Guide to Policy-Influence EvaluationNCCMT Spotlight Webinar: Guide to Policy-Influence Evaluation
NCCMT Spotlight Webinar: Guide to Policy-Influence Evaluation
 
Demystifying Disaggregated Data: Factors that Affect Collection and Use of Se...
Demystifying Disaggregated Data: Factors that Affect Collection and Use of Se...Demystifying Disaggregated Data: Factors that Affect Collection and Use of Se...
Demystifying Disaggregated Data: Factors that Affect Collection and Use of Se...
 
Tips and Tricks for Establishing a Patient Advisory Group
Tips and Tricks for Establishing a Patient Advisory GroupTips and Tricks for Establishing a Patient Advisory Group
Tips and Tricks for Establishing a Patient Advisory Group
 
Peer-to-Peer Webinar Series: Success Stories in EIDM 2018 / Webinar #2
Peer-to-Peer Webinar Series: Success Stories in EIDM 2018 / Webinar #2Peer-to-Peer Webinar Series: Success Stories in EIDM 2018 / Webinar #2
Peer-to-Peer Webinar Series: Success Stories in EIDM 2018 / Webinar #2
 
Pathway to Practice: Incorporating Evidence into Military Family Services
Pathway to Practice: Incorporating Evidence into Military Family ServicesPathway to Practice: Incorporating Evidence into Military Family Services
Pathway to Practice: Incorporating Evidence into Military Family Services
 
Tools and Resources for Research-Practice Partnerships
Tools and Resources for Research-Practice PartnershipsTools and Resources for Research-Practice Partnerships
Tools and Resources for Research-Practice Partnerships
 
Mc Cord Hosptial Final Products Report August 2005 J Sheldon
Mc Cord Hosptial Final Products Report August 2005 J SheldonMc Cord Hosptial Final Products Report August 2005 J Sheldon
Mc Cord Hosptial Final Products Report August 2005 J Sheldon
 

More from The National Collaborating Centre for Methods and Tools

More from The National Collaborating Centre for Methods and Tools (20)

TOUTES les données probantes : évaluer et utiliser des données probantes au s...
TOUTES les données probantes : évaluer et utiliser des données probantes au s...TOUTES les données probantes : évaluer et utiliser des données probantes au s...
TOUTES les données probantes : évaluer et utiliser des données probantes au s...
 
Pleins feux sur les étudiants : des ressources pour vous préparer à une carri...
Pleins feux sur les étudiants : des ressources pour vous préparer à une carri...Pleins feux sur les étudiants : des ressources pour vous préparer à une carri...
Pleins feux sur les étudiants : des ressources pour vous préparer à une carri...
 
Les réflexions des lauréates 2023 des Bourses d’application des connaissances...
Les réflexions des lauréates 2023 des Bourses d’application des connaissances...Les réflexions des lauréates 2023 des Bourses d’application des connaissances...
Les réflexions des lauréates 2023 des Bourses d’application des connaissances...
 
Insights from the 2023 Knowledge Translation Student Award Recipients
Insights from the 2023 Knowledge Translation Student Award RecipientsInsights from the 2023 Knowledge Translation Student Award Recipients
Insights from the 2023 Knowledge Translation Student Award Recipients
 
« Pleins feux » : un guide de communication de crise dans les médias sociaux
« Pleins feux » : un guide de communication de crise dans les médias sociaux « Pleins feux » : un guide de communication de crise dans les médias sociaux
« Pleins feux » : un guide de communication de crise dans les médias sociaux
 
Spotlight Webinar: A Guidebook for Social Media Crisis Communication
Spotlight Webinar: A Guidebook for Social Media Crisis CommunicationSpotlight Webinar: A Guidebook for Social Media Crisis Communication
Spotlight Webinar: A Guidebook for Social Media Crisis Communication
 
Le rôle de la santé publique auprès des refuges offrant des services aux pers...
Le rôle de la santé publique auprès des refuges offrant des services aux pers...Le rôle de la santé publique auprès des refuges offrant des services aux pers...
Le rôle de la santé publique auprès des refuges offrant des services aux pers...
 
The role of public health working with shelters serving people experiencing h...
The role of public health working with shelters serving people experiencing h...The role of public health working with shelters serving people experiencing h...
The role of public health working with shelters serving people experiencing h...
 
Appliquer des ressources axées sur l’action pour réduire les difficultés fina...
Appliquer des ressources axées sur l’action pour réduire les difficultés fina...Appliquer des ressources axées sur l’action pour réduire les difficultés fina...
Appliquer des ressources axées sur l’action pour réduire les difficultés fina...
 
Applying Action-Oriented Resources to Reduce Financial Strain and Promote Fin...
Applying Action-Oriented Resources to Reduce Financial Strain and Promote Fin...Applying Action-Oriented Resources to Reduce Financial Strain and Promote Fin...
Applying Action-Oriented Resources to Reduce Financial Strain and Promote Fin...
 
Outil de mesure des compétences en matière de prise de décision éclairée par ...
Outil de mesure des compétences en matière de prise de décision éclairée par ...Outil de mesure des compétences en matière de prise de décision éclairée par ...
Outil de mesure des compétences en matière de prise de décision éclairée par ...
 
Spotlight Webinar: Evidence Informed Decision Making (EIDM) Competence Measure
Spotlight Webinar: Evidence Informed Decision Making (EIDM) Competence MeasureSpotlight Webinar: Evidence Informed Decision Making (EIDM) Competence Measure
Spotlight Webinar: Evidence Informed Decision Making (EIDM) Competence Measure
 
Pleins feux sur les étudiants : des ressources pour vous préparer à une carri...
Pleins feux sur les étudiants : des ressources pour vous préparer à une carri...Pleins feux sur les étudiants : des ressources pour vous préparer à une carri...
Pleins feux sur les étudiants : des ressources pour vous préparer à une carri...
 
Insights from the 2022 Knowledge Translation Student Award Recipients
Insights from the 2022 Knowledge Translation Student Award RecipientsInsights from the 2022 Knowledge Translation Student Award Recipients
Insights from the 2022 Knowledge Translation Student Award Recipients
 
Les réflexions des lauréates 2022 des Bourses d’application des connaissances...
Les réflexions des lauréates 2022 des Bourses d’application des connaissances...Les réflexions des lauréates 2022 des Bourses d’application des connaissances...
Les réflexions des lauréates 2022 des Bourses d’application des connaissances...
 
Lignes directrices du Centre de toxicomanie et de santé mentale (CAMH) sur l’...
Lignes directrices du Centre de toxicomanie et de santé mentale (CAMH) sur l’...Lignes directrices du Centre de toxicomanie et de santé mentale (CAMH) sur l’...
Lignes directrices du Centre de toxicomanie et de santé mentale (CAMH) sur l’...
 
The Centre for Addiction and Mental Health (CAMH) Lower-Risk Nicotine Use Gui...
The Centre for Addiction and Mental Health (CAMH) Lower-Risk Nicotine Use Gui...The Centre for Addiction and Mental Health (CAMH) Lower-Risk Nicotine Use Gui...
The Centre for Addiction and Mental Health (CAMH) Lower-Risk Nicotine Use Gui...
 
Une vision éclairée par des données probantes concernant l’établissement ...
Une vision éclairée par des données probantes concernant l’établissement ...Une vision éclairée par des données probantes concernant l’établissement ...
Une vision éclairée par des données probantes concernant l’établissement ...
 
An Evidence Informed Vision for a Public Health Data System in Canada
An Evidence Informed Vision for a Public Health Data System in CanadaAn Evidence Informed Vision for a Public Health Data System in Canada
An Evidence Informed Vision for a Public Health Data System in Canada
 
Équité et application des connaissances : les réflexions des lauréates 2021 d...
Équité et application des connaissances : les réflexions des lauréates 2021 d...Équité et application des connaissances : les réflexions des lauréates 2021 d...
Équité et application des connaissances : les réflexions des lauréates 2021 d...
 

Recently uploaded

igcse_edexcel_math-_gold_qp1_-igcse_9-1_.pdf
igcse_edexcel_math-_gold_qp1_-igcse_9-1_.pdfigcse_edexcel_math-_gold_qp1_-igcse_9-1_.pdf
igcse_edexcel_math-_gold_qp1_-igcse_9-1_.pdfTeenaSheikh
 
DNA isolation molecular biology practical.pptx
DNA isolation molecular biology practical.pptxDNA isolation molecular biology practical.pptx
DNA isolation molecular biology practical.pptxGiDMOh
 
DERMATOMYCOSIS Epidermophyton KKR.pptx
DERMATOMYCOSIS Epidermophyton   KKR.pptxDERMATOMYCOSIS Epidermophyton   KKR.pptx
DERMATOMYCOSIS Epidermophyton KKR.pptxKARTHIK REDDY C A
 
Potato spindle tuber disease VIRIOID DISEASE
Potato spindle tuber disease  VIRIOID DISEASEPotato spindle tuber disease  VIRIOID DISEASE
Potato spindle tuber disease VIRIOID DISEASEKARTHIK REDDY C A
 
FBI Profiling - Forensic Psychology.pptx
FBI Profiling - Forensic Psychology.pptxFBI Profiling - Forensic Psychology.pptx
FBI Profiling - Forensic Psychology.pptxPayal Shrivastava
 
Efficient Fourier Pricing of Multi-Asset Options: Quasi-Monte Carlo & Domain ...
Efficient Fourier Pricing of Multi-Asset Options: Quasi-Monte Carlo & Domain ...Efficient Fourier Pricing of Multi-Asset Options: Quasi-Monte Carlo & Domain ...
Efficient Fourier Pricing of Multi-Asset Options: Quasi-Monte Carlo & Domain ...Chiheb Ben Hammouda
 
Environmental Acoustics- Speech interference level, acoustics calibrator.pptx
Environmental Acoustics- Speech interference level, acoustics calibrator.pptxEnvironmental Acoustics- Speech interference level, acoustics calibrator.pptx
Environmental Acoustics- Speech interference level, acoustics calibrator.pptxpriyankatabhane
 
Combining Asynchronous Task Parallelism and Intel SGX for Secure Deep Learning
Combining Asynchronous Task Parallelism and Intel SGX for Secure Deep LearningCombining Asynchronous Task Parallelism and Intel SGX for Secure Deep Learning
Combining Asynchronous Task Parallelism and Intel SGX for Secure Deep Learningvschiavoni
 
Total Legal: A “Joint” Journey into the Chemistry of Cannabinoids
Total Legal: A “Joint” Journey into the Chemistry of CannabinoidsTotal Legal: A “Joint” Journey into the Chemistry of Cannabinoids
Total Legal: A “Joint” Journey into the Chemistry of CannabinoidsMarkus Roggen
 
Rabies ,a deadly viral disease transmitted by the most beautiful beings. by ...
Rabies ,a deadly viral disease transmitted by the most beautiful beings.  by ...Rabies ,a deadly viral disease transmitted by the most beautiful beings.  by ...
Rabies ,a deadly viral disease transmitted by the most beautiful beings. by ...uzmashireenmbe01
 
chapter 28 Reproductive System Power Point
chapter 28 Reproductive System Power Pointchapter 28 Reproductive System Power Point
chapter 28 Reproductive System Power Pointchelseakland
 
Think Science: What Are Eclipses (101), by Craig Bobchin
Think Science: What Are Eclipses (101), by Craig BobchinThink Science: What Are Eclipses (101), by Craig Bobchin
Think Science: What Are Eclipses (101), by Craig BobchinNathan Cone
 
BACTERIAL SECRETION SYSTEM by Dr. Chayanika Das
BACTERIAL SECRETION SYSTEM by Dr. Chayanika DasBACTERIAL SECRETION SYSTEM by Dr. Chayanika Das
BACTERIAL SECRETION SYSTEM by Dr. Chayanika DasChayanika Das
 
ISOLATION OF ALGAE (INDOOR) AND PHOTOBIOREACTOR K R.ppt
ISOLATION OF ALGAE (INDOOR) AND PHOTOBIOREACTOR K R.pptISOLATION OF ALGAE (INDOOR) AND PHOTOBIOREACTOR K R.ppt
ISOLATION OF ALGAE (INDOOR) AND PHOTOBIOREACTOR K R.pptKARTHIK REDDY C A
 
STELLAR SYSTEM IN PTERIDOPHYTE Seminar 2023- By Karishma
STELLAR SYSTEM IN PTERIDOPHYTE Seminar 2023- By KarishmaSTELLAR SYSTEM IN PTERIDOPHYTE Seminar 2023- By Karishma
STELLAR SYSTEM IN PTERIDOPHYTE Seminar 2023- By KarishmaAMiracle3
 
Remote patient monitoring :Health care transformation
Remote patient monitoring :Health care transformationRemote patient monitoring :Health care transformation
Remote patient monitoring :Health care transformationfahad Alotaibiu
 
Timeless Cosmology: Towards a Geometric Origin of Cosmological Correlations
Timeless Cosmology: Towards a Geometric Origin of Cosmological CorrelationsTimeless Cosmology: Towards a Geometric Origin of Cosmological Correlations
Timeless Cosmology: Towards a Geometric Origin of Cosmological CorrelationsDanielBaumann11
 
Science (Communication) and Wikipedia - Potentials and Pitfalls
Science (Communication) and Wikipedia - Potentials and PitfallsScience (Communication) and Wikipedia - Potentials and Pitfalls
Science (Communication) and Wikipedia - Potentials and PitfallsDobusch Leonhard
 

Recently uploaded (20)

TISSUE TYPING .pptx
TISSUE TYPING                       .pptxTISSUE TYPING                       .pptx
TISSUE TYPING .pptx
 
igcse_edexcel_math-_gold_qp1_-igcse_9-1_.pdf
igcse_edexcel_math-_gold_qp1_-igcse_9-1_.pdfigcse_edexcel_math-_gold_qp1_-igcse_9-1_.pdf
igcse_edexcel_math-_gold_qp1_-igcse_9-1_.pdf
 
DNA isolation molecular biology practical.pptx
DNA isolation molecular biology practical.pptxDNA isolation molecular biology practical.pptx
DNA isolation molecular biology practical.pptx
 
DERMATOMYCOSIS Epidermophyton KKR.pptx
DERMATOMYCOSIS Epidermophyton   KKR.pptxDERMATOMYCOSIS Epidermophyton   KKR.pptx
DERMATOMYCOSIS Epidermophyton KKR.pptx
 
Potato spindle tuber disease VIRIOID DISEASE
Potato spindle tuber disease  VIRIOID DISEASEPotato spindle tuber disease  VIRIOID DISEASE
Potato spindle tuber disease VIRIOID DISEASE
 
FBI Profiling - Forensic Psychology.pptx
FBI Profiling - Forensic Psychology.pptxFBI Profiling - Forensic Psychology.pptx
FBI Profiling - Forensic Psychology.pptx
 
Efficient Fourier Pricing of Multi-Asset Options: Quasi-Monte Carlo & Domain ...
Efficient Fourier Pricing of Multi-Asset Options: Quasi-Monte Carlo & Domain ...Efficient Fourier Pricing of Multi-Asset Options: Quasi-Monte Carlo & Domain ...
Efficient Fourier Pricing of Multi-Asset Options: Quasi-Monte Carlo & Domain ...
 
Environmental Acoustics- Speech interference level, acoustics calibrator.pptx
Environmental Acoustics- Speech interference level, acoustics calibrator.pptxEnvironmental Acoustics- Speech interference level, acoustics calibrator.pptx
Environmental Acoustics- Speech interference level, acoustics calibrator.pptx
 
Combining Asynchronous Task Parallelism and Intel SGX for Secure Deep Learning
Combining Asynchronous Task Parallelism and Intel SGX for Secure Deep LearningCombining Asynchronous Task Parallelism and Intel SGX for Secure Deep Learning
Combining Asynchronous Task Parallelism and Intel SGX for Secure Deep Learning
 
Total Legal: A “Joint” Journey into the Chemistry of Cannabinoids
Total Legal: A “Joint” Journey into the Chemistry of CannabinoidsTotal Legal: A “Joint” Journey into the Chemistry of Cannabinoids
Total Legal: A “Joint” Journey into the Chemistry of Cannabinoids
 
Rabies ,a deadly viral disease transmitted by the most beautiful beings. by ...
Rabies ,a deadly viral disease transmitted by the most beautiful beings.  by ...Rabies ,a deadly viral disease transmitted by the most beautiful beings.  by ...
Rabies ,a deadly viral disease transmitted by the most beautiful beings. by ...
 
chapter 28 Reproductive System Power Point
chapter 28 Reproductive System Power Pointchapter 28 Reproductive System Power Point
chapter 28 Reproductive System Power Point
 
Think Science: What Are Eclipses (101), by Craig Bobchin
Think Science: What Are Eclipses (101), by Craig BobchinThink Science: What Are Eclipses (101), by Craig Bobchin
Think Science: What Are Eclipses (101), by Craig Bobchin
 
BACTERIAL SECRETION SYSTEM by Dr. Chayanika Das
BACTERIAL SECRETION SYSTEM by Dr. Chayanika DasBACTERIAL SECRETION SYSTEM by Dr. Chayanika Das
BACTERIAL SECRETION SYSTEM by Dr. Chayanika Das
 
ISOLATION OF ALGAE (INDOOR) AND PHOTOBIOREACTOR K R.ppt
ISOLATION OF ALGAE (INDOOR) AND PHOTOBIOREACTOR K R.pptISOLATION OF ALGAE (INDOOR) AND PHOTOBIOREACTOR K R.ppt
ISOLATION OF ALGAE (INDOOR) AND PHOTOBIOREACTOR K R.ppt
 
STELLAR SYSTEM IN PTERIDOPHYTE Seminar 2023- By Karishma
STELLAR SYSTEM IN PTERIDOPHYTE Seminar 2023- By KarishmaSTELLAR SYSTEM IN PTERIDOPHYTE Seminar 2023- By Karishma
STELLAR SYSTEM IN PTERIDOPHYTE Seminar 2023- By Karishma
 
Remote patient monitoring :Health care transformation
Remote patient monitoring :Health care transformationRemote patient monitoring :Health care transformation
Remote patient monitoring :Health care transformation
 
TOPIC OF ELECTROMAGNETISM.PHYSICS NOTES FORM 4
TOPIC OF ELECTROMAGNETISM.PHYSICS NOTES FORM 4TOPIC OF ELECTROMAGNETISM.PHYSICS NOTES FORM 4
TOPIC OF ELECTROMAGNETISM.PHYSICS NOTES FORM 4
 
Timeless Cosmology: Towards a Geometric Origin of Cosmological Correlations
Timeless Cosmology: Towards a Geometric Origin of Cosmological CorrelationsTimeless Cosmology: Towards a Geometric Origin of Cosmological Correlations
Timeless Cosmology: Towards a Geometric Origin of Cosmological Correlations
 
Science (Communication) and Wikipedia - Potentials and Pitfalls
Science (Communication) and Wikipedia - Potentials and PitfallsScience (Communication) and Wikipedia - Potentials and Pitfalls
Science (Communication) and Wikipedia - Potentials and Pitfalls
 

ALL the evidence webinar: Appraising and using evidence about community context and organizational resources (2023)

  • 1. Welcome! • This webinar will be recorded. • Your microphone and camera will be turned off for the duration of the webinar. • To ensure accessibility, live captions can be enabled from the control panel.
  • 2. November 15, 2023 1:00-2:30 EST Susan Snelling, PhD Senior Knowledge Translation Specialist ALL the Evidence: Appraising and using evidence about community context and organizational resources
  • 3. Housekeeping • Connection issues • We recommend using a wired Internet Connection • If you are experiencing technical issues please send a private message to Alyssa Kostopoulos • Live transcripts are enabled • Use the Q&A and chat to post questions and/or comments throughout the webinar • Post your questions in the Q&A • Send questions about technical difficulties in a private chat to Alyssa Kostopoulos • Polling
  • 4. After Today After the webinar, access the recording (in English) at www.youtube.com/nccmt and slides in English and French at www.slideshare.net/NCCMT/presentations.
  • 5. Disclaimer 5 • Funded by the Public Health Agency of Canada | Affiliated with McMaster University. • Production of this presentation has been made possible through a financial contribution from the Public Health Agency of Canada. The views expressed here do not necessarily reflect the views of the Public Health Agency of Canada.
  • 6. Land Acknowledgement McMaster University recognizes and acknowledges that it is located on the traditional territories of the Mississauga and Haudenosaunee nations, and within the lands protected by the Dish With One Spoon wampum agreement.
  • 7. The National Collaborating Centres for Public Health
  • 8. The National Collaborating Centre for Methods and Tools • Facilitates and scales evidence- informed decision making in public health organizations • Provides high-quality resources, real- world training and practical mentorship that respond to the evolving needs of public health • Advances stronger public health, driven by the best-available evidence, to improve the health and well-being of every person living in Canada
  • 9. Pre-webinar Polling Questions 1.How many people are watching today’s session with you? A) Just Me B) 2-3 C) 4-5 D) 6-10 E) >10 2. Have you visited the National Collaborating Centre for Methods and Tools’ website or used its resources before? A) Yes B) No 3. If you stated YES on the previous question, how many times have you used the NCCMT’s resources? A) Once B) 2-3 times C) 4-10 times D) 10+ times E) I’ve never used the NCCMT’s resources.
  • 10. Presenter 10 Susan Snelling, PhD Senior Knowledge Translation Specialist
  • 11. Learning Objectives 11 1. Understand the process of appraising and applying evidence from research and context. 2. Be familiar with the NCCMT QACE and RPA Tools to support you in using the best available evidence. 3. Understand the application of the tools through an example scenario featuring critical appraisal and multiple sources of evidence.
  • 12. 1 2 3 4 EIDM Tools Scenario Decision Flow Core Concepts in Evidence Informed Decision Making
  • 13. Evidence-informed Decision Making (EIDM) 13 The process of distilling and disseminating the best available evidence from research, context and experience, and using that evidence to inform and improve public health practice and policy.
  • 14. Four Domains of Evidence in Public Health 14
  • 15. ALL the Evidence Evidence-informed decision making involves the use of multiple sources of evidence. Sounds good! And… • Not all evidence contributes in the same way – different sources inform us about different aspects of the decision. • Not all evidence should be weighted equally – higher quality evidence (of any kind) should have a greater influence on the decision What interventions are effective? Is there a need locally? Context for intervention? Do we have the necessary resources?
  • 16. 1 2 3 4 Tools to Support Use of Evidence EIDM Tools Scenario Decision Flow
  • 17. Tool Development 17 Academic and grey literature review for existing tools and measures Suggestions and feedback from librarians, public staff in diverse roles, and public health professionals across Canada
  • 18. Quality Assessment of Community Evidence (QACE) 18 The Quality Assessment of Community Evidence (QACE) Tools were developed to assess the quality of evidence for: “Is the quality of this evidence about community needs and preferences good enough to influence decision making?” www.nccmt.ca/qace
  • 19. Core Dimensions of Quality for Local Health Status and Community Evidence 19
  • 20. Resource Planning and Assessment (RPA) Tool 20 Focuses on resource planning, capturing what is known about available resources and the level of confidence in estimates of resource needs. Resources e.g., financial or human resources “Based on evidence about financial and human resources, is a given intervention feasible?” https://www.nccmt.ca/rpa
  • 21. Core Dimensions of Resource Planning 21 Human Resources • Personnel • Skills, training, certifications • Collaboration with key partners Material Resources • Equipment and supplies • Honoraria/incentives • Space Organizational Support Resources • Equity considerations • Leadership • Information technology • Promotion/media/social media • Administrative support; Enthusiasm; Buy-in
  • 22. Quality Assessment of Research Evidence 22 Lots of tools available! Try CASP as one option: https://casp-uk.net/casp-tools-checklists/ Research e.g., qualitative or quantitative research “Is the quality of this research evidence about effectiveness good enough to influence decision making?” https://www.nccmt.ca/learning-modules
  • 23. 1 2 3 4 Scenario Using Multiple Sources of Evidence EIDM Tools Scenario Decision Flow
  • 24. Scenario 24 Decision to Promote Active School Transportation Critical Appraisal and Application of Multiple Sources of Evidence
  • 25. Scenario: Active School Transportation 25 Decision: Should our community implement an Active School Transport intervention? Research e.g., qualitative or quantitative research • Find research evidence about what works • Assess quality, retaining the best-available evidence
  • 29. What did the Jones et al (2019) systematic review include? • Effectiveness of active transport interventions on physical activity and fitness in primary school children (aged 4-11 years), compared to an inactive control. • Seventeen eligible studies were included. What does Jones (2019) tell us? 1. Active travel shows promise in increasing physical activity in primary school children. a. Intervention group saw small, statistically significant difference in outcomes. 2. Walking school buses & educational strategies were most effective. 3. More complex interventions did not necessarily produce larger effect sizes. 4. Overall quality of included studies = weak. 29
  • 30. Decision: Should our community implement an Active School Transport intervention? 30 • Find research evidence • Assess quality, retaining the best-available evidence • Active travel interventions increase physical activity in primary school children – small effect.
  • 31. Community Evidence 31 • What is the local need? • Magnitude of the health issue in the local setting • Significance and importance of the issue in comparison to other community health concerns • Context for Intervention • Who else is working on this issue? • Needs, interests and intervention preferences of community members, stakeholders, and consumer groups • Support or opposition from the public/government officials; Current political climate
  • 32. Decision: Should our community implement an Active School Transport intervention? 32 • Find evidence of local community need and context • Assess quality, retaining the best- available evidence • E.g., current physical activity data • E.g., current distances traveled to school Community health issues, local context: QACE Tool A
  • 33. 33 QACE Tool A Is the quality of this evidence about local health issues and local context good enough to influence decision making? Relevant Trustworthy Equity-informed Possible sources of evidence: • School census -Proportion of kids within walking distance • Caregiver survey -Current rates of active transport • Mapping current routes to school Quality Assessment:
  • 34. 34 Is the quality of this evidence about local health issues and local context good enough to influence decision making?” QACE Tool A Relevant • Meaningful  Does this source address my topic of interest?  Is this indicator relevant to my topic?  Does this source allow me to determine the significance of this issue compared to other issues? • Applicable • Transferable  Does this source include data available at the regional/local level? How important is regional/local level data for my topic of interest? Summary of your assessment: (e.g., quality, gaps and limitations)
  • 35. 35 Is the quality of this evidence about local health issues and local context good enough to influence decision making? QACE Tool A Trustworthy • Methodologically sound  What methods were used? Were those appropriate methods for the topic?  To what extent did the methods reduce the risk of bias?  Are there conflicts of interest that could introduce bias into the evidence? • Transparent • Cognizant of research evidence  Does this source draw a conclusion? Is the conclusion based on evidence? To what extent is the basis for that conclusion transparent?  To what extent does the conclusion align with other available evidence (“triangulation”)? What might account for any differences? • Richness/ Saturation/ Adequacy of data  Are there gaps in this data source? How significant are those gaps to a complete understanding of the issue? Summary of your assessment: (e.g., quality, gaps and limitations)
  • 36. 36 Is the quality of this evidence about local health issues and local context good enough to influence decision making? QACE Tool A Equity-Informed • Representative of community  What is the level of analysis and reporting (e.g., census area or smaller)?  Does this source provide data on the health status of specific groups in the community?  Where are the population health data gaps? • Engaging stakeholders • Intersectional • Inclusive  Does this source include all groups, including disadvantaged groups?  Were any population groups excluded from data collection (e.g., people without telephones, no permanent housing, etc.)?  Where are the population health data gaps? • Culturally safe; ethical data collection  To what extent was the evidence collected in an ethical and culturally safe way?  Did the source abide by Tri-Council policies on ethical data collection?  Were OCAP™ principles observed, if applicable?  Were communities consulted about whether and how they wanted to provide data?  Were communities involved in the interpretation and sharing of the findings? Summary of your assessment: (e.g., quality, gaps and limitations)
  • 37. 37 QACE Tool A Is the quality of this evidence about local health issues and local context good enough to influence decision making? Relevant Trustworthy Equity-informed Possible sources of evidence: • School census -Proportion of kids within walking distance • Caregiver survey -Current rates of active transport • Mapping current routes to school Local school data: • 65% of students live within walking distance of school • 31% usually walk/wheel to school Quality Assessment:
  • 38. Decision: Should our community implement an Active School Transport intervention? 38 • Find evidence of local community preferences • Assess quality, retaining the best-available evidence • E.g., Other organizations promoting active school transport? • E.g., focus group data on support for active school transport among parents? among school admin? Community and political preferences and actions: QACE Tool B
  • 39. 39 Is the quality of this evidence about community and political preferences and actions good enough to influence decision making? QACE Tool B Relevant Trustworthy Equity-informed Quality Assessment: Possible sources of evidence: Local survey data: • Top reasons to not walk/wheel • Top desired changes
  • 40. Is the quality of this evidence about community and political preferences and actions good enough to influence decision making? 40 QACE Tool B Relevant • Meaningful  Does this source outline a clear question that is being answered?  Does this source address my topic of interest? • Applicable • Transferable  How applicable and transferable is this evidence to my community and local context?  How similar is the context of this source to my setting? Summary of your assessment: (e.g., quality, gaps and limitations)
  • 41. Is the quality of this evidence about community and political preferences and actions good enough to influence decision making? 41 QACE Tool B Trustworthy • Methodologically sound  What methods were used? Were those appropriate methods for the topic?  To what extent did the methods reduce the risk of bias? (A separate quality assessment tool such as the GRADE-CERQual can help answer this question.)  Are there conflicts of interest that could introduce bias into the evidence? • Transparent • Cognizant of research evidence  Does this source draw a conclusion? Is the conclusion based on evidence? To what extent is the basis for that conclusion transparent?  To what extent does the conclusion align with other available evidence (“triangulation”)? What might account for any differences? • Richness/ Saturation/ Adequacy of data  To what extent is this evidence adequate for understanding all perspectives on the issue?  How significant are any gaps to a complete understanding of the issue? Summary of your assessment: (e.g., quality, gaps and limitations)
  • 42. Is the quality of this evidence about community and political preferences and actions good enough to influence decision making? 42 QACE Tool B Equity-Informed • Representative of community  How representative is this source of my community, including disadvantaged groups?  Have all affected community groups been considered? Whose perspectives are not heard? • Engaging stakeholders • Intersectional • Inclusive  How were affected communities engaged in the evidence gathering process? Whose perspectives are not being considered?  How participatory was the engagement of members of affected community groups?  Where does the community engagement fall on the IAP2 spectrum: inform, consult, involve, collaborate, empower? • Culturally safe; ethical data collection  To what extent was the evidence collected in an ethical and culturally safe way?  Did the source abide by Tri-Council policies on ethical data collection?  Were OCAP™ principles observed, if applicable?  Were communities consulted about whether and how they wanted to provide data?  Were communities involved in the interpretation and sharing of the findings? Summary of your assessment: (e.g., quality, gaps and limitations)
  • 43. 43 Is the quality of this evidence about community and political preferences and actions good enough to influence decision making? QACE Tool B Relevant Trustworthy Equity-informed Quality Assessment: Possible sources of evidence: Local survey data: • Top reasons to not walk/wheel: • Family schedule 42% • Safety/traffic 20% • Too far 11% • Top desired changes • Improved street safety 52% • Designated routes 19% • Different bell times 4%
  • 44. Decision: Should our community implement an Active School Transport intervention? 44
  • 45. Decision: Should our community implement an Active School Transport intervention? 45 • What resources will be needed to implement the proposed intervention/program/service? • Are the needed resources available? • Is the intervention/program/ service feasible from a resource standpoint? Human, material, organizational support
  • 46. 46 Based on evidence about financial and human resources, is this intervention feasible?” RPA Tool 46 Human resources, e.g., coordinator time, volunteer time Material resources, e.g., vests for walking school bus leaders Organizational support resources, e.g., GPS research on safe routes; other organizations that want to help What resource gaps do we have? How accurate and trustworthy is this information?
  • 47. Consider the answers for all resource types to determine: 47 “What resources will be needed to implement the proposed intervention/program/service?” “Are the needed resources available?” Resources Needed: Type, Timeframe and Cost Resources Available: Type, Timeframe and Cost Gap (Available- Needed) Data Sources “Is the intervention/program/service feasible from a resource standpoint?”
  • 50. 1 2 3 4 Decision Flow Using Multiple Sources of Evidence EIDM Tools Scenario Decision Flow
  • 51. Decision Flow 51 Research: Yes Local need: Yes Community support: Yes Resources: Yes Resources: No Community Support: No Local need: No Research: No
  • 52. Decision Flow: Scenario 52 Research: Yes Local need: Yes Community support: Yes Resources: Yes Resources: No Community Support: No Local need: No Research: No Weak evidence Small effect on PA of education and walking school bus QA? 31% walk now 65% could walk QA? Address barriers through education; then walking school bus (pilot?) Low cost Feasible
  • 53. Tools to Support Using ALL the Evidence 53 • The new QACE and RPA tools fill the gap in assessing quality of evidence for public health decision-makers. • Community evidence, including local health status and needs and community and political preferences and actions, should be assessed for relevance, trustworthiness, and being equity-informed. • Evidence related to resources, including human, material and organizational, should be assessed for intervention feasibility, resource gaps, and the accuracy of the information QACE tools: nccmt.ca/qace RPA tool: nccmt.ca/rpa
  • 54. Need More? Book a KB Consult! 54 • NCCMT is here to support you! • Knowledge Broker support is available to help you apply these tools. • We’re holding ‘office hours’ on Wednesdays from 1:00 pm to 1:30 pm EST. • To book, email nccmt@mcmaster.ca
  • 56. Webinar Feedback Your responses will be kept anonymous. Please indicate your level of agreement with the following: 1. Participating in the webinar increased my knowledge and understanding of evidence-informed decision making. 2. I will use the information from today’s webinar in my own practice. 3. Which of the following statements apply to your experience with the webinar today (check all that apply): □ The webinar was relevant to me and my public health practice □ The webinar was effectively facilitated □ The webinar had opportunities to participate □ The webinar was easy to follow along □ The webinar met my expectations Strongly agree Agree Undecided Disagree Strongly Disagree Strongly agree Agree Undecided Disagree Strongly Disagree
  • 57. Contact Us nccmt.ca nccmt@mcmaster.ca Scan for access to the NCCMT website!
  • 58. New Launch! User Dashboard • Personalize your EIDM journey with NCCMT’s NEW user dashboard! • Track your progress as you work through available training opportunities. • Save evidence syntheses and publications. • Build your own toolkit to match your EIDM needs. • Log in or sign up for a free NCCMT account to take advantage of this dashboard and enhance your learning: nccmt.ca/login. ACCESS MY DASHBOARD Modules in Progress
  • 59. Funded by the Public Health Agency of Canada | Affiliated with McMaster University. Production of this presentation has been made possible through a financial contribution from the Public Health Agency of Canada. The views expressed here do not necessarily reflect the views of the Public Health Agency of Canada. Thank You!
  • 60. References 60 • Jones RA, Blackburn NE, Woods C, Byrne M, van Nassau F, & Tully MA. (2019). Interventions promoting active transport to school in children: A systematic review and meta-analysis. Preventive Medicine, 123, 232-241. • National Collaborating Centre for Methods and Tools. (2023). Resource Planning and Assessment (RPA) Tool. https://www.nccmt.ca/rpa • National Collaborating Centre for Methods and Tools. (2023). Quality Assessment of Community Evidence (QACE) Tools. https://www.nccmt.ca/qace • National Collaborating Centre for Methods and Tools. (2023). User’s Guide: Quality Assessment of Community Evidence (QACE) Tools. https://www.nccmt.ca/uploads/media/media/0001/02/21da73e270f256c3c008ed34627fb54b6d0f454c.pdf