1. Promoting the Use of Research Results: the experience of the Canadian Coalition for Global Health Research Panel on: “Use of Research Results in Policy Decision- making, Formulation and Implementation in Health Sectors” Vic Neufeld 22 August 2006

2. Presentation Plan Introducing the CCGHR The “Summer Institute”: an example of capacity building for knowledge use - what it is - what we do - examples of knowledge use - outcomes; lessons; challenges

3. Introducing the CCGHR (1) Who we are: a not-for-profit organization (created in 2003) 700 + members (40% other than Canadian) Goal: To increase Canada’s investment and involvement in “global health research” Board of Directors; Secretariat (in Ottawa) Task Groups (n=7); examples: - TG on Capacity Building - TG on ‘Research to Action”

4. Introducing the CCGHR (2) What we do: Mobilizing support (advocacy) Capacity building through “south-Canada” partnerships - Examples: - the “Summer Institute for new global health researchers” - TG on “Building Partnerships” (tools, services) Special focus on Research to Action

5. The Summer Institute (1) Objectives: Explore the “research to action” challenge and apply this to specific project(s) Increase understanding of global forces that impact on health Competency development (e.g.-advocacy, leadership, partnership building, knowledge translation) Career development [for “new” global health researchers”]

6. The Summer Institute (2) Learning strategies & methods: Pre-Institute preparation (e-dialogue, readings, introductions-- on website) Work in “dyads” - a Canadian with a ‘partner’ from a low & middle-income country [LMIC] - 20 - 24 participants (10-12 dyads) per institute Develop a “research to action” plan for specific project, with the help of a facilitator Presentations, workshops, field trips “Alumni” program

7. The Summer Institute (3) Locations: SI-1: Halifax, CANADA SI-2: Ifakara Health & Development Research Centre, TANZANIA [participants from: Benin, Ethiopia, Ghana, Tanzania, Uganda, S.Africa, Zambia + Canada] SI-3: Instituto Nacional de Salud Publica (INSP), Cuernavaca, MEXICO [participants from: Bolivia, India, Mongolia, Nicaragua, Palestine, Uganda, Zambia + Canada]

8. Examples of Knowledge Use (1) Country: UGANDA [SI-2] Project: Injuries in Ugandan children Key research findings (knowledge): High proportion of motor vehicle accidents involve children who are pedestrians; Specific interventions make a difference (e.g. reflectors on clothing, school-based education programs, working with taxi drivers, etc.] Research to Action ‘target(s)’: Ministries of Health, Education, Transport Schools, Police, Taxi companies & associations

9. Examples of Knowledge Use (2) Country: INDIA [SI-3] Project: Access to health care and basic minimum services in Kerala Key Research Findings (knowledge): information about health status, health care access, determinants, inequalities Research to Action ‘target(s)’: local government (“panchayat”) members; NGOs local health staff; state planning department local academic institutions

10. Examples of Knowledge Use (3) Country: NICARAGUA [SI-3) Project: Building a “knowledge network” (consortium) in Nicaragua, featuring participatory action research Key research findings to date: Readiness by health research institutions (universities in both countries), civil society organizations (NGOs) and the Ministry of Health to work together Research to action ‘target(s): the institutions and organizations (above) an actual ‘consortium’ organization (to be determined)

11. Outcomes to Date Researchers with new competencies about ‘knowledge translation’ (n = 64) A resource library (web-based) Project-specific research to action plans (some of which have been implemented) An “SI Alumni” program Involvement of ‘SI alumni’ in other CCGHR activities; and in own institutions & countries Increased awareness (and involvement) of funding agencies re: knowledge translation

12. Lessons Learned Most researchers do not have competencies related to knowledge translation (“research to action”); A short (1 week) intensive “intervention” is useful, but insufficient for longer term impact; a longer-term program is needed Most research funding agencies do not include a knowledge translation component in their RFP’s, and report requirements It is important to locate the Institute in settings where knowledge translation is actually demonstrated in ‘real life’.

13. Some Future Challenges Designing, and obtaining support for, a longer- term program; including an on-going system of support (mentoring, resources, etc.) Assisting SI “alumni” to apply their new skills and knowledge (and motivation) in their own institutional and national settings Working with training institutions and funding agencies so that knowledge translation (“research to action”) competencies and practices are integral to their programs --- that is, it becomes ‘main line’

14. Thank you! www.ccghr.ca www.ccghr.ca