Knowledge-to-Equity Action

How did the KTEA course come to be?

In 2012, the Canadian Coalition for Global Health Research (CCGHR) published an open-access knowledge translation (KT) curriculum in three modules (introduction, situation analysis, and priority setting). The curriculum was used to deliver intensive KT trainings and some graduate-level courses.

Integrating equity

Recognizing the need to better integrate questions of equity, relationality, and power within models of knowledge translation, in the Summer of 2020 the CCGHR developed a unique KT course for students and young professionals involved in global health research and practice. This 13 week-course, interwove the CCGHR Principles for Global Health Research throughout its three modules fostering a relational and equity-centred learning environment. Importantly, the delivery of the course modeled the equity-centred principles in both the content and format of the course.
In 2021, the course was offered again, integrating key insights from the 2020 edition to formalize capacity building for facilitators and peer mentors.

KTEA 2024

In January 2024, in collaboration with the Integrated Knowledge Translation Network, the Equity Science Lab launched the Knowledge-to-Equity Action (KTEA) open-access course, a not-for-profit, equity-centred training intervention aimed at cultivating capacity for equity practices across a variety of settings and contexts.

Course description:
Knowledge mobilization and integrated knowledge translation (KMb/KT) and co-production are all part of a spectrum of engaged, relational approaches of connecting knowledge with action, specifically inclusive of research evidence. Common among each of these approaches is a goal of doing or applying research evidence in ways that include people affected by or in positions of influence over contexts, issues or focus of research. Also common among these approaches is a need for greater attention to equity considerations in both process and outcomes. KTEA embeds attention to equity practices and principles in an exploration of how people can collaboratively work toward advancing meaningful action through research. KTEA delivers content on foundational practices for KMb/KT and co-production with an explicit focus on advancing equity, offering opportunities for small groups to apply their learning in a real-life setting as they respond to an equity action challenge.

Objectives:

Build foundational practices for knowledge mobilization/knowledge translation (KMb/KT) and co-production with an explicit focus on advancing equity.

Explore and apply knowledge-to-equity action processes in the context of broader KMb/KT theories, approaches, and practices.

Understand theoretical concepts (KT theory), using critical thinking, reflection, dialogue, and practical applications.

Contextualize and apply KT concepts/themes through problem-based learning.

Co-develop solutions and responses through a service-learning application of concepts, practices, and approaches covered in the course.

Cultivate connections with others committed to advancing equity in their work.

How is the course delivered?

The KTEA course structure is relational and equity-centred, with an explicit goal to create a supportive and positive learning environment.

Mentoring is integrated throughout the course, with people in different roles all working together to support and advance learning.

KTEA 2024 is delivered in two formats:

1) Eleven-week Online Session (January to April 2024):

In this course learners worked independently through weekly lessons, using readings and dialogue-based learning prompts, supported by weekly synchronous sessions.

In small groups of 5-6 learners, guided by peer and academic mentors, participants applied course practices to real-life knowledge-to-action challenges, through peer/service learning projects in diverse partner communities across Canada and the Global South.

By the end of the course, each group prepared a written summary of their case. Cases will be made publicly available (Coming soon).

2) Intensive in-person/Zoom One-week Session (June 2024- registration will open soon):

In this upcoming one-week intensive session, participants will navigate the knowledge-to-equity action process, gaining a robust understanding of KMb/KT theory through pre-readings, daily synchronous sessions, and engaging writing prompts.

Participants will have the opportunity to apply these concepts to practical case studies through a peer/service-learning model, supporting a community partner facing real-life equity challenges.

Click here to see 2021 & 2020 KT Course Case Study Reports

Who is involved?

Learners:
Are participants or students in the course. They are interested in developing capacity and knowledge about integrated knowledge translation (KMb/KT) practices and have a particular interest in advancing equity through their work. Learners may be graduate students, health or helping professions, or other working in health systems, NGOs or global public health settings, or anyone who is new to this content. They join a group of 5-6 peers to apply their learning to a real-life knowledge-to-action case, ideally in a topic or area that aligns with their own interests.

Peer mentors:
Are individuals with experience in KMb/KT or co-production. They may have gained this experience through previous participation in the KTEA course, a similar KT course or through practical professional experience. Peer mentors work alongside lead mentors to support each working group. They will check-in weekly, help guide the case study work, and peer-review the case.

Lead mentors :
Are individuals with experience in KMb/KT or co-production, who have had some experience supervising and supporting multi-disciplinary groups of learners. They are connected to a community or organization that helps to identify a real-world problem for each group to work on. They support working groups by providing feedback and guidance, access to resources or people in the field.

Community partners:
Are either geographically or topically connected groups (e.g., health systems team; rural community; community agency) that are interested in evidence and equity-informed responses to real-life challenges they face in their work. They articulate a knowledge-to-action challenge, with support as needed, and collaborate with case study groups in the development of a response. In this course, priority is given for at least half of the communities to be connected to knowledge-to-action challenges faced by partners in the Global South or by equity-seeking communities in Canada. Typically, communities have a long-term relationship with the academic or peer mentor assigned to the case study group.

Facilitators:
Work to deliver weekly content and cultivate a collaborative, relational learning environment. They provide essential readings and course materials and guide the weekly sessions shaped by seminar-style dialogue about selected transformational pedagogies, fostering an atmosphere of dynamic dialogue, critical thinking and collaborative learning.

This comprehensive curriculum is a teaching and learning resource. It includes fully resourced lesson plans and provides a thorough overview of key concepts, conflicts, and methods in Knowledge Translation (KT). Grounded in philosophy, political science, and health research, the curriculum explores the complex ideas and theories that shape intersections among research, practice, and policy processes.

Why is it useful?
KT can narrow the gaps between health research, health practice, and health policy. KT concepts are universal and broadly applicable; yet teaching and learning about how to do effective KT has long been a challenge. As a useful tool for understanding major concepts, principles, and practices in KT, this curriculum fills the urgent gap between the practice of KT and its teaching. Recognizing there is much to learn from effective KT practices around the world, many examples feature evidence and experience from resource-limited settings.

Who is this Curriculum for?
Both knowledge users and knowledge producers will find this curriculum helpful. Students, instructors, researchers, knowledge brokers, health systems decision-makers, health professionals, and others will find valuable learning in this curriculum.

How is the Curriculum structured?
The curriculum is organized into three modules and then divided into lessons that can be taught individually, as a whole, or combined with other material. Lessons include a reading list (all available as PDFs), lecture (with modifiable presentations), review of major literature, diagrams and graphics, relevant quotations, and ideas for guiding group work or leading discussion.