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Table 1 Key actions to support IKT trainees and inform future topics in IKT research

From: Building capacity for integrated knowledge translation: a description of what we can learn from trainees’ experiences during the COVID-19 pandemic

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Trainee quotes

Actions to support IKT trainees and inform future topics in IKT research

Micro level: self-care, leisure and occupation

While the pandemic has thrown a wrench in our way of life, it has also served as an opportunity for personal and professional growth in addressing its inherent challenges. Having said that, the absence of human connection and the spontaneity of ideas through face-to-face interactions is something that is immensely felt and missed.” (V1)

IKT trainees can

• Attend training and seek mentorship on ways of working in a hybrid (virtual and in-person) environment

• Attend training on how to create a safe and inclusive space (virtual and in-person)

• When needed, access available resources to support health and wellness, particularly mental health

• Be attuned and adaptable to the needs of research partners

Trainees’ supervisors can

• Support trainees in accessing training opportunities to grow their skill set as an independent researcher. This can include funding to advance their training

Potential research topics

• Strengthening training in designing and facilitating hybrid research

• Develop effective training on creating safe and inclusive spaces (virtually and in-person)

Meso level: adaptive programmes and organizations

My biggest concern is that it [meeting online] limited diversity because the people who were involved in these projects were people who had the resources to get online and you know, that tech knowledge of how to do a Zoom call. Even though we offered support, I worry that people who didn’t have confidence to use technology might not have been willing to be involved in that sort of research.” (FG3)

Programmes and organizations can

• Develop training and mentorship opportunities on how to create a safe and inclusive space (virtual and in-person). Identify other ways, specific to the organization, to ensure that technology does not limit engagement in research

• Create opportunities for trainees to have informal discussions online to support networking, creativity and well-being

• Support trainees to be involved in more sustainable relationships that adapt to health system needs through professional development opportunities (e.g. education session and workshops)

• Supervisors should continually assess if their IKT research, and the research of their trainees, is meeting the needs of partners and community, while also supporting the trainee to graduate

Potential research topics

• Effective professional development content and/or formal training to support IKT trainees during times of health system crisis

• Barriers and facilitators for IKT supervisors to rapidly developing and maintain research partnerships

Macro level: implications for policy

During the COVID-19 pandemic, new partnerships form to solve previously unforeseen problems. The pandemic raised urgent research questions that needed to be answered quickly, with solutions that could be implemented rapidly. I feel partnerships between researchers and stakeholders have been keenly supported during this time because both stakeholders and researchers alike recognized the potential to produce quality research that could be rapidly put into practice.” (V5)

I think we have learned that we can do things really quickly if we need to. Definitely, the projects that I have worked on that have been COVID-related have moved really quickly and engaged patients and clinicians.” (FG3)

Organizational and system level policy-makers can

• Develop organizational policies and guidelines so IKT trainees and their partners can access safe virtual spaces, and have the skills to create and sustain those safe spaces virtually and in-person

• Create opportunities (i.e. webinars, seminars, workshops) for trainees to learn about how to connect with government officials and other decision-makers generally, so they are already established during times of crisis

• Create national training programmes for all IKT trainees to engage in skill development, education and training to advance equitable and safe research collaboration

Potential research topics

• Effective training on rapidly developing partnerships with decision-makers that can adapt to system change

• Best practices training on how to connect equity-deserving groups and decision-makers

Key intersecting themes

 Equitable access to training and partnership

Ensure IKT trainees and their knowledge user partners are provided with equitable, safe and inclusive opportunities and ongoing support to be involved in collaborative health research, such as through training, education, mentorship, organizational support, best-practice guidelines and opportunities to connect with policy- and decision-makers

Learning and talking a bit more about creating safe spaces on virtual platforms for diverse groups you’re working with. especially those in rural communities who have to deal with issues around status disclosure and perhaps thoughts on consequences—around consequences of receiving care after the fact and participating in certain types of research?” (FG2)

 Capacity for reflexivity

IKT researchers should promote reflective thinking among IKT trainees as a tool to identify and respond to personal, productivity or health system challenges, and thereby helping them to be better equipped to adapt to unforeseen events. IKT research can focus on effective reflexivity training, benefits and challenges of reflexive trainees, and how to increase trainee capacity to undertake this practice

I have had the opportunity to reflect on my research journey and ask questions about how to leverage IKT in a time of crisis. … It is in this state of crisis that there is an opportunity to ask new questions, share experiences and perspectives, and co-create knowledge to overcome adversity and challenges. It is in this space that IKT will thrive and offer relevant and practical research that will have an impact.” (V3)

Postponing the start of my research has given me chance to self-reflect on my research progress. … It has taught me to be reflexive in my implementation plan and timeline, and to adapt to the unexpected circumstances rather than panic in the face of challenges when conducting research.” (V2)

 Embracing changing opportunities

Supervisors can support IKT trainees to recognize and talk about changing health priorities, and provide opportunities to collaborate in different ways, such as how to engage with decision-makers and government officials, and how to increase global collaboration and learning. Research can be conducted about effective ways to provide training on how to embrace changing opportunities

Social distancing has encouraged ‘out-of-the-box’ strategies for how we engage and partner with stakeholders in knowledge translation and implementation.” (V1)

I received additional opportunities to utilize my skills in co-production to support the development of research partnerships responding to the new realities of the pandemic.” (V5)

 Strengthening collaborative relationships

Supervisors should continue training and mentoring trainees on the importance of developing equitable and sustainable relationships in a hybrid work environment. Future research could include the importance of and strategies for hybrid collaborative research, and its continuing role in global IKT research

I was faced with the challenge of pivoting the direction of my community-based knowledge translation plan from conducting in-person to virtual focus groups, and learning to create safe digital spaces to facilitate didactic-intensive sessions to gather feedback from participants.” (V2)

The use of virtual workspaces/platforms for communication and interaction with team members and clients have assisted in breaking down geographical barriers to advance partnered research (e.g. IKT).” (V1)

  1. IKT integrated knowledge translation