1. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL Shall we meet for coffee? Experiments in ways of bridging the researcher commissioner gap: an implementation project Rachel Anthwal Jude Carey Dr Lesley Wye

2. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL Knowledge mobilisation is …… ……turning research into action. Knowledge is created. Much of it is shared. Some of it is used. Across industries and sectors we share the ambition that more useful knowledge is generated and translated into practice, to increase the impact of research and improve the way we work. Knowledge mobilisation is often about working 'in the middle', at the interface between research and practice. It brings together different worlds with different goals and different functions. Health Improvement Scotland

3. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL NHS Management Fellowship  Build links between two communities  Provide NHS commissioner perspective:  Research planning  Dissemination  Active member of research team  Gain research experience and knowledge  Evaluate effectiveness  12 and 18 month secondments into Centre for Academic Primary Care, University of Bristol  NHS Managers (commissioning backgrounds)

4. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL Workplan 1.Literature review 2.Developing KM strategies for research projects 3.Responding to opportunities 4.Research Aware questionnaire 5.Supporting Health Integration Teams 6.Developing service evaluation models 7.Coordinating an evaluation of the fellowship:  process  outcome

5. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL Literature Review  What are effective ways to put research into practice?  Research skills:  Literature searching  Critical appraisal  Structure and writing  Familiarisation with topic  Theoretical frameworks  Barriers and facilitators  Practical approaches

6. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL Findings  Build productive relationships  Develop mutual understanding and trust between the two communities  For researchers - focus on tailored and targeted delivery of key actionable messages from findings  Requires capacity, capability and incentive within the two communities to facilitate the process

7. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL Developing KM strategies  Informed by literature review  Workshop with researchers  Who, what and how  Key actionable messages  Meetings with commissioners  Comment on research findings  Input into dissemination  Putting it into action – stakeholder engagement, briefing notes, website, video, twitter

8. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL Responding to opportunities Looking for any and all opportunities to link researchers and commissioners (and providers) together:  developing and commenting on grant proposals  mapping and creating introductions between commissioners and researchers  explaining the new NHS landscape  inviting researchers and commissioners to key events and meetings

9. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL …where it did work!  Intervention: Face to face meeting with researcher interested in submitting a research proposal. Commissioner contacts supplied, fellow prepared the ground with local commissioners, researcher followed up and included commissioner responses in successful bid.  Learning: Just supplying email addresses is not enough. Fellow acting as a broker to introduce virtually or directly the researcher is more likely to result in a productive relationship.

10. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL …where it didn’t work!  Intervention: Being attached to urgent care research project:  availability of the fellow?  understanding and availability of the PI?  stage of research?  Learning:  Best input by commissioners: research planning dissemination  Best development of commissioners: fieldwork analysis  Fit is important

11. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL Evaluation  Process, benefits and outcomes Internal evaluation  Reflective logs, meeting minutes, quarterly reports  South West Society for Academic Primary Care workshop feedback:  13 out of 18 responses  8 out of 13 have completed their pledges  A more pro-active approach: - in research development - in research dissemination - in a clinical leadership role with a commissioner

12. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL Evaluation External evaluation 30 interviews planned with recipients of the knowledge brokering activities carried out by the NHS fellows:  Relationship building  Advice and consultation  Awareness raising  Grant development Progress:  15 interviews conducted  12 researcher and 3 commissioner interviews to date

13. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL Preliminary findings 1.Scheme and objectives viewed positively by both 2.Need more understanding of each other’s worlds 3.Acknowledgement that brokers help ‘close the gap’ by:  explaining the landscape  providing appropriate commissioning contacts  making personal introductions  providing ongoing advice / reassurance etc…. 4.Being introduced to an approachable / accessible commissioner allows researchers to gain understanding of the possibilities / opportunities 5.Lesley Wye acting as a facilitator between fellows and academics helped

14. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL ‘Let’s go for coffee’

15. School of SOCIAL AND COMMUNITY MEDICINE University of BRISTOL Thank you Rachel Anthwal – rachel.anthwal@bristol.ac.ukrachel.anthwal@bristol.ac.uk Jude Carey – jude.carey@bristol.ac.ukjude.carey@bristol.ac.uk Lesley Wye – lesley.wye@bristol.ac.uklesley.wye@bristol.ac.uk