Table 3 Main characteristics of the included studies in this review
From: Competency profiles for evidence-informed policy-making (EIPM): a rapid review
Study | Year | Design | Aims | Population | Context | Main findings |
|---|---|---|---|---|---|---|
Albarqouni L et al. [22] | 2018 | Systematic review | To assess EBP in educational interventions, review domains of outcomes measured in EBP educational interventions, and assess the psychometric properties of instruments used in studies that assess EBP educational interventions | Health professionals | Not identified in the study | Only 12% of the studies taught content addressed all five EBP steps: (1) ask a question, (2) find information/evidence to answer question, (3) critically appraise the information/evidence, (4) integrate appraised evidence with own clinical expertise and patient’s preferences and (5) evaluate. Sixty-one per cent evaluated EBP skills, 46% knowledge and 41% attitudes |
Edwards A et al. [8] | 2019 | Evidence map | To provide a systematic overview of the literature on knowledge translation (KT) strategies employed by health system researchers and policy-makers in African countries | Health researchers and public health policy-makers | Health systems and services | Commonly reported KT strategies include policy briefs, capacity-building workshops and policy dialogues. Barriers affecting researchers and policy-makers include insufficient skills and capacity to conduct KT activities, time constraints and a lack of resources |
Kakemam E et al. [20] | 2020 | Systematic review | To synthesize the evidence related to leadership and management competencies in health organizations through the best-fit method | Health systems management professionals | Hospitals and community health services | A competency map including seven essential leadership and management competencies |
Mallidou AA et al. [6] | 2018 | Scoping review | To summarize existing knowledge about the (professional) competences needed to implement KT in the health sector | KT professional | Health systems and service | 19 essential competences in knowledge, skills or attitudes |
Matus J et al. [25] | 2018 | Systematic review | To identify, evaluate and synthesize existing models and frameworks that describe integrated and practical approaches to building research capacity for allied health professionals in public secondary or tertiary health organizations | Allied health professionals | Secondary/tertiary health organization | Three interconnected and interdependent themes are essential for research capacity building, including ‘supporting clinicians in research’, ‘working together’ and ‘valuing research for excellence’ |
Oxman AD et al. [23] | 2020 | Systematic review | To compare the framework provided by the key concepts of Informed Health Choices (IHC) with other frameworks designed to promote critical thinking about claims and treatment (intervention) choices | Citizens, teachers, journalists, researchers and other mediators | Clinical assistance | The IHC framework presents unique competency elements in four distinct categories: (1) recognize when a claim has an untrustworthy basis, (2) recognize when evidence used to support a treatment claim is trustworthy or untrustworthy, (3) make well-informed decisions about treatments and (4) reflect on people’s competences and dispositions |
Slade SC et al. [26] | 2018 | Rapid review | To identify existing research culture frameworks/models and research capacity building and to synthesize existing evidence to identify the essential elements for embedding a research culture within the associated health practice | Health professionals | Not identified | The themes identified as competence elements were: Know how to apply research results to clinical practice. Leadership, mastering research skills and literacy (handling words). Motivation, self-confidence and perceptions of self-worth |
Tait H et al. [7] | 2019 | Systematic review | To describe KT partnership training to health researchers. To examine the assessment approaches used to establish the effectiveness of training in gaining knowledge and skills in KT | Researchers | Teaching in KT | All training programmes included covered practical skills needed for KT, including KT planning and assessment, relationship building and communication, and teamwork |
Thompson MR et al. [24] | 2019 | Systematic review | To discuss the importance and nature of the role of the nurse scientist as a knowledge broke | Nursing researchers | Not identified in the study | Five competencies are central to knowledge brokers: (1) establish (to identify stakeholders), (2) engage (to recognize stakeholders), (3) educate (to facilitate multidirectional knowledge exchanges among the producers and users), (4) empower (to build capacity among stakeholders) and (5) evaluate (to identify resources, processes, outcomes and impacts) |
van Dijk N et al. [21] | 2010 | Systematic review | To evaluate and summarize the literature on the barriers that medical residents experience in applying EBM in daily practice | Health professionals | Health services | Attitudes comprise personal initiative, motivation and interest. Knowledge and skills include clinical questions and evidence-seeking skills, in addition to formal education, critical assessment skills and basic computer skills |