Knowledge Translation Process Research Articles

How researchers can translate health evidence into books for children

Abstract The health promotion literature that considers how scientific evidence can be effectively communicated tends to focus on evaluating the effectiveness of communication materials. This has resulted in a knowledge gap regarding effective knowledge translation processes. This study explores the process, reasoning and practices for developing books for children that incorporate evidence-based information to aid understanding of scientific evidence about health and environmental or natural disasters. This study is informed by a systematic review of the literature combined with responses to an email interview with authors of books for children. Nine published studies were included in the systematic review. Twenty-two authors responded to the email survey (25% response rate, following 86 invitations). We report seven key findings to guide the development of health-promoting books for children: (i) understand the needs and expectations of the audience, (ii) articulate the topic and research evidence, (iii) assemble a team with a mix of content knowledge and creative expertise, (iv) format should be chosen to suit the user group and guided by the creative team, (v) early testing with children and their support system is crucial, (vi) develop a dissemination strategy to reach the user group and (vii) engage in reflexivity through evaluation of effectiveness of messaging. The current investigation can guide the process, reasoning and practice of developing books for children that incorporate evidence about health and environmental disasters.

Patient, caregiver and other knowledge user engagement in consensus-building healthcare initiatives: a scoping review protocol

IntroductionPatient engagement and integrated knowledge translation (iKT) processes improve health outcomes and care experiences through meaningful partnerships in consensus-building initiatives and research. Consensus-building is essential for engaging a diverse group...

Evaluative study of a MOOC on knowledge translation in five French-speaking countries.

Over the past few years, the RENARD research team has observed a sharp increase in the need for knowledge translation (KT) training. Given the high demand, it has been nearly impossible for the team to provide training entirely in person, and so a massive open online course (MOOC) was developed. Its aim is to promote the use and appropriation of the KT process by practitioners, decision-makers, and others in the public sphere. The goal of this study was to evaluate the MOOC by collecting users' opinions, reactions, appropriation, and practice changes. A qualitative research design was used. Data were collected through semi-structured individual interviews (n = 16) with professionals from Canada, France, and three West African countries (Burkina Faso, Mali, and Senegal) who had taken the MOOC. All interviews were subjected to thematic content analysis. The MOOC content was generally appreciated and reused by the respondents. The results revealed one main motive for completing the course: the immediate opportunity to apply their learning in their practice environments. However, most respondents deplored the lack of interaction among learners and expressed the need for coaching with an instructor to deepen the topics covered during the course. The results also revealed connection and accessibility issues linked to the Internet network and unstable access to electricity in West African countries. The study highlights the potential of MOOCs for the acquisition of knowledge and competencies by KT professionals. Several recommendations and avenues of exploration were formulated to optimize and improve future designs of MOOCs on KT.

Facilitators of and barriers to healthcare providers’ adoption of harm reduction in cannabis use: a scoping review protocol

IntroductionThe high prevalence of cannabis use and the potential for negative effects indicate the need for effective prevention strategies and treatment of people who use cannabis. Studies show that harm...

MOOC-based blended learning for knowledge translation capacity-building: A qualitative evaluative study.

This qualitative study investigated the effectiveness of blended learning using MOOCs (massive open online courses) for capacity-building in knowledge translation (KT). The evaluation followed Kirkpatrick's updated model. A total of 23 semi-directed interviews were conducted with participants working at a research centre in Côte d'Ivoire, with a first wave of interviews immediately post-training and a second wave after five months. Results showed that the training met learners' needs, with both the content and teaching format being deemed appropriate. Learners reacted positively to face-to-face activities and affirmed the importance of coaching for putting learning into practice. Specific KT skills and principles appeared to have been acquired, such as a procedure for structuring the KT process and improved skills for communicating and presenting scientific knowledge. Five months after the training, encouraging changes were reported, but the sustainability of the new KT practices remained uncertain. KT capacity-building initiatives in low- and middle-income countries struggle to meet demand. Little is known about effective KT training in that context, and even less in non-anglophone countries. The study presented here contributes to the understanding of success factors from the learners' standpoint.

Athletic Training Students’ Perceptions of Translating Knowledge From Classroom to Clinical Practice

Context As the health care landscape evolves, athletic training students (ATSs) must gain the skills necessary to effectively translate new evidence into practice to optimize patient outcomes. Knowledge translation is an iterative process that promotes the application of new knowledge by users, but little is known about how students perceive this translation process during athletic training education. Objective To explore ATSs’ perceptions of knowledge translation. Design Cross-sectional. Setting Web-based survey with open-ended questions. Patients or Other Participants A total of 255 professional ATSs accessed the survey; 168 students (118 women, 48 men, 2 missing; age = 22 ± 2.3 years) completed the entire survey (69.5% completion rate). Data Collection and Analysis A Web-based survey composed of 6 open-ended questions was distributed to ATSs via a recruitment e-mail forwarded by the Commission on Accreditation of Athletic Training Education-accredited athletic training program director on behalf of the research team. Due to the textual nature of the data, we used a multiphased, multianalyst data analysis approach guided by the consensual qualitative research tradition to analyze responses to the open-ended items. Self-reported topics that ATSs translated into clinical practice were categorized into the preestablished practice analysis domains identified by the Board of Certification. Results Topics within the examination, assessment, and diagnosis domain were most frequently reported by respondents. In addition to the topics translated, 3 themes emerged during data analysis. Students discussed their perceptions regarding the (1) application of knowledge gained in clinical practice, (2) challenges prohibiting successful knowledge translation, and (3) strategies to promote the knowledge translation process. Conclusions Findings from this study suggest a need to promote synergy between faculty and preceptors to ensure that didactically taught knowledge is aligned with what students are encountering during clinical experiences. Incorporating established knowledge translation strategies may help ATSs bridge the knowledge-to-practice gaps they perceive as current challenges inhibiting successful translation of new knowledge into the clinical environment.

Implementation of a knowledge translation and exchange intervention for pain management in neonates

Objective To describe the implementation process of a multifaceted knowledge translation and exchange intervention to improve pain management practices, and to evaluate the adoption of this intervention by health professionals during painful procedures in neonates. Methods A quasi-experimental before-and-after study developed in a neonatal unit. The Evidence-Based Practice for Improving Quality intervention guided by the conceptual framework The Promoting Action on Research Implementation in Health Services was implemented in two stages (preparation and implementation). Its adoption was measured by clinical indicators related to pain management presented through descriptive statistics. Results After discussion on existing practices in the unit that needed to be changed, synthesis of current scientific evidence and local context data, members of the unit’s Research and Practice Council developed and implemented coherent and achievable goals for the change of practice in pain management, selected knowledge translation and exchange strategies, determined the target audience and indicators, and implemented the interventions. There was a 32.8% reduction in the number of painful procedures performed, an increase of 26.6-50.7% in the use of pain assessment scales and of 25.1% in the administration of oral glucose. Conclusion The multifaceted Evidence-Based Practice for Improving Quality intervention is complex, and has processes that demand knowledge and skills, commitment from the various actors involved, availability of time and financial investment. The analyzed indicators showed that the intervention resulted in positive changes in clinical practice in the management of pain in neonates.

Social media as a mechanism of dissemination and knowledge translation among health professions educators: a scoping review.

Health professions educators often use social media to share knowledge; however, it is unclear what specific dissemination and knowledge translation (KT) processes are occurring and the implications of this sharing for health professions education (HPE). This study explored how educators have used social media as a mechanism of dissemination and KT in the literature. A critical scoping review methodology, informed by Engeström's Activity Theory, was employed. Twelve databases were searched and studies that: (a) addressed health professions educators; (b) described the use of social media for dissemination or KT; (c) focused on a regulated health profession; (d) focused on undergraduate or graduate education; and (e) were published in English or French between 2011 and 2021 were included. Data were analyzed using numerical and qualitative content analyses. Of the 4859 articles screened, 37 were eligible for inclusion. Social media may facilitate knowledge sharing in HPE, but there is a lack of conceptual clarity on what is meant by 'dissemination' and 'KT'. Who is responsible for sharing knowledge, what knowledge is being shared, and the target audiences are not always clear. Multiple factors (e.g., affordances, opportunity costs) influence how social media is used as a mechanism of dissemination, and it remains unclear whether and how it is used as a mechanism of KT. Concepts like KT and dissemination, which are often borrowed from other disciplines, must be critically evaluated for their relevance and suitability if they are to be appropriately applied to HPE and in particular to social media. Educators looking to use social media to teach students about KT should consider whether this use of technology truly aligns with their stated learning outcomes.

Knowledge Dynamics and Expert Knowledge Translation: A Case Study

Knowledge dynamics means variation of knowledge in time and space. Over time, knowledge levels can increase through accumulation, or decrease through loss. Also, knowledge may change its quality through transformation from one form into another. In space, knowledge can move from one place to another one, generating a flow (i.e., knowledge flow). The present paper aims at analyzing the knowledge dynamics associated to the process of expert knowledge translation, present in almost all life domains. Knowledge translation is based on communication and transformation of knowledge. Among many models used to explain knowledge translation, we present in this paper the expert knowledge translation that is used whenever an expert is sharing his expertise with one or several individuals interested in that knowledge. We analyze the whole process of expert knowledge translation from a conceptual perspective and then we present a case study describing expert knowledge translation. Knowledge translation is necessary because the source and the receiver of the messages have different semantic domains and levels of understanding based on their education, background and their analytical skills. The main barrier in knowledge translation is the absorptive capacity of the receiver. If the absorptive capacity is rather small, the translation efficiency is very small. This situation can be improved if the translation process is broken into several smaller knowledge translation processes like in a cascade. The paper presents the model of such a cascade for expert knowledge translation showing how to construct it. As an application, the paper presents a case study focused on a company manufacturing gas turbines (GTM). The company is a global supplier of gas turbines and we show how engineering expert knowledge is translated in a cascade from design to manufacturing, automation, testing, installing and commissioning turbines to end users.

Implementation and efficacy of knowledge translation frameworks in family focused nursing care: A scoping review.

To provide an overview of the characteristics, variety and outcomes of knowledge translation (KT) strategies used in nursing care involving adult patients and their family members. The gap in providing family nursing practice could be due to a lack of explicit KT frameworks and understanding of ways to translate evidence-based knowledge into clinical practice. A scoping review conducted according to the Joanna Briggs Institute. The review is reported according to PRISMA-ScR. Relevant studies were searched in MEDLINE, Cochrane Database of Systematic Reviews, Cochrane Central Register of Controlled Trials, CINAHL Complete, ProQuest Nursing & Allied Health Premium, PsycINFO, Social Work Abstracts, Social Services Abstracts and Scopus. Grey literature was searched in ProQuest Dissertations & Theses Global. Search results were imported into the web-based programme Covidence. Studies describing concepts of KT, strategies of implementation, involvement of families and nurses/family caregivers in adult health care and conducted within the last 15 years were included. Eight studies met the inclusion criteria. Three studies used the KTA Framework to guide the implementation process. The remaining five studies used different frameworks/guidelines to translate a variety of family focused interventions into their clinical practice. Translation strategies were often targeted towards nurse education. Reported outcomes included nurses' attitudes towards and acceptance of involving families in health care. The outcomes were conceptualized and measured differently, showing inconclusive results on effectiveness on family focused care and family health. The application of KT frameworks to implement evidence-based family nursing into clinical practice is limited. The process of KT mainly targets at nurses' adoption of family focused interventions with limited information about short-, intermediate- and long-term efficacy on family health. Clinical leaders should consider time and resources needed to implement family focused care KT strategies before putting it into practice. No Patient or Public Contribution. Data were obtained from other's literature.

Improving Self-organization and Self-efficacy of Diverse Occupational Therapy students: The Development of the Embodied and Embedded Motor Skills Curriculum

Being organized and confident in our movements and thoughts is necessary to achieve a desired outcome. Motor, process, and social interaction performance skill training is therefore part of contemporary occupational therapy (OT) training. Also prioritized is building awareness of cultural, social and economic diversity, inequity and the need for inclusion and representation within the OT profession. The US OT Practice Framework emphasizes the embeddedness of clients and their activities in personal and sociocultural contexts.Less attention has been paid to the learning process, self-organization, and self-efficacy of diverse OT students as they prepare for hands-on interventions with future clients. Minimal literature is available about their own somatic awareness and embodied understanding of the motor skills they teach their clients. A decade of observing clinical labs at historically Black Howard University (HU), and a recent survey of HU OT students, reveal their quest for embodied motor learning, and for guidance in organizing kinesthetically for client encounters.Researching these observed and voiced needs stimulated the development of the Embedded and Embodied Motor Skill Curriculum (EEMSC). The curriculum is grounded in evidence-based OT research and in the Feldenkrais Method® of somatic education.The Kern 6-Step Approach to curriculum design was used to develop the program. It is envisioned that applying somatic learning in clinical interventions with underserved population will be empowering and enabling for both OTs and their clients and contribute to the process of knowledge translation between practice and research.

Exploring Criteria for the Translation of Traditional Knowledge Within Contemporary Clinical Practice, Research, Policy, and Education: A Stakeholder Forum.

Background: The 2018 Declaration of Astana identifies traditional knowledge (TK) as one of the drivers for strengthening primary health care systems through the use of technology (traditional medicines) and knowledge and capacity building (traditional practitioners). While TK underpins both traditional practice and the use of traditional medicines, facilitating the use of TK in contemporary health care systems has been difficult to achieve. The aim of this study was to identify key factors related to the translation of TK into contemporary settings to help establish tools to support the knowledge translation process. Methods: This study used World Café methodology to collect the observations, ideas, and perspectives of experts who use TK in their practice. These experts (n = 9) were from a variety of contexts, including clinical practice, research, education, policy, and consumer advocacy, participated in the 1-day event. Data were collected into NVivo 12 software and analyzed using inductive-deductive thematic analysis. Results: Thematic analysis identified five themes: the need to define the elements required for critical evaluation of sources of TK as evidence, the importance of applying a tradition-centric lens when translating TK for contemporary use, the need to bridge gaps between TK and its contemporary applications, the value of critically evaluating the TK translation process itself, and the recognition of traditions as living systems. Taken together, the themes showed holistic interpretation of the translation process that incorporates critical analysis of the TK itself and accountable, transparent, and ethical processes of translation that consider safety, socioeconomical and intellectual property impacts of TK in contemporary use. Conclusions: Stakeholders identified TK as a valid and important source of evidence that should guide practice in a range of contemporary settings (e.g., policy and clinical practice), and outlined important consideration for critiquing, evaluating, communicating, and using TK within these settings.

Evaluation of a knowledge translation intervention for HIV and rehabilitation advocacy in physiotherapy in three sub-Saharan African countries

Purpose To evaluate a knowledge translation intervention to determine knowledge, attitudes and self-efficacy related to HIV and rehabilitation advocacy in physiotherapy students. Methods A pre and post-test study was conducted at three physiotherapy-training programs in Sub Saharan Africa – the University of the Witwatersrand (Wits), the University of Zambia (UNZA) and Kenya Medical Technical College (KMTC). For each site, the knowledge, attitude and self-efficacy of physiotherapy students were tested pre- and post-intervention using a standardized questionnaire. Results Students’ knowledge improved with regard to being able to describe the challenges faced by their patients, knowing what resources are available and understanding their role as an advocate. In terms of self-efficacy, they felt more confident clinically, as well as being a resource person to colleagues and an advocate for their patients. Conclusion: This study highlights the need to contextualize knowledge translation interventions to meet the unique needs of individual academic sites. Students who have clinical experience working with people living with HIV are more likely to embrace their role as advocates in the area of HIV and rehabilitation. Implications for Rehabilitation The knowledge translation process used in this study gives a concrete example of how to use research evidence on HIV knowledge in rehabilitation applied within the advocacy process. Applying the principles of advocacy translates to understanding the management of HIV practically. Clinical experience in managing people living with HIV strengthens knowledge and improves the attitude of physiotherapy students Physiotherapy students need guidance in realizing their potential as advocates for holistic rehabilitation care for people living with HIV.

Patient public involvement (PPI) in health literacy research: Engagement of adults with literacy needs in the co-creation of a hospital-based health literacy plan.

People with literacy needs can experience many challenges in accessing, understanding and using health services and health information. Such challenges can adversely impact patient-provider interactions and ultimately, health outcomes. Healthcare providers need to be aware of health literacy (HL) to address the demands of healthcare systems, improve their interactions with communities and patients and promote patient engagement for improved health outcomes. This paper reports on a process of patient and public involvement (PPI) with participants in an adult literacy programme acting as PPI contributors to identify priority areas for a local hospital HL action plan and to develop a protocol for a PPI process with other groups. A qualitative community-based participatory research study design informed by principles of PPI was undertaken, drawing on the tools of participatory and visual methods, open discussion and workshop format to facilitate a process of co-creation. Three workshops with six PPI contributors took place to identify issues to be included in the hospital action plan. PPI contributors identified issues and grouped these into priority areas using discussion and ranking procedures. Key areas prioritised for HL action by the PPI contributors were: verbal communication, emphasising the patient's right to understand, and improved understanding of medication use. These were incorporated into the action plan. The workshop format and process were deemed acceptable to the group and input on improvements will be incorporated into further work in this area. PPI acts as a lever in the knowledge translation process. Genuine engagement with service users can meaningfully contribute to relevant and sustainable changes to services as well as foster the empowerment of service users. Members of the public with literacy needs actively participated in the co-creation of a HL action plan for a local hospital and in the development of a protocol for a patient and public process for HL research.

Translating One Health knowledge across different institutional and political contexts in Europe

BackgroundImplementing a One Health approach is complex. It demands engaging different sectors and actors in the promotion and protection of human, animal and environmental health. A key challenge for successfully implementing the One Health approach are knowledge translation processes among scientists and policy-makers.MethodsAn online survey reached 104 experts from 23 European countries, working at national agencies or institutes, universities, ministries, non-governmental organisations (World Health Organization, World Organisation for Animal Health), and European Union (EU) agencies. Qualitative and quantitative analyses were conducted to describe experts’ perceptions.ResultsThis study indicated a lack of networks among scientists and between scientists and policy-makers. Relations of scientists and policy-makers were perceived as challenging due to different interests and priorities, leading to difficulties in reaching political attention for One Health topics. It also highlighted a favoured attention to some One Health topics (e.g. antimicrobial resistance) as opposed to others (e.g. environmental issues). Important international actors to push One Health policies forward were the Quadripartite organisations and EU agencies. National actors (government agencies, national research institutes, universities) were on average perceived to be more important than international actors due to their roles and influences. Factors influencing the knowledge translation process were the different languages spoken by scientists as well as politicians, and an equivocal understanding of the One Health approach.ConclusionThe study shows the importance of leadership to establish interdisciplinary networks and to problematise One Health issues with clear scope and targets. This will help to link knowledge to needs and capabilities of policy-makers. Establishing strong relationships among national and international actors can encourage networks and raise awareness of the One Health approach to policy-makers. Lastly, promoting research communication skills of scientists can provide a valuable tool to reach policy-makers to enhance attention to One Health topics.

Developing the Driving and Dementia Roadmap: a knowledge-to-action process.

Despite three decades of research, gaps remain in meeting the needs of people with dementia and their family/friend carers as they navigate the often-tumultuous process of driving cessation. This paper describes the process of using a knowledge-to-action (KTA) approach to develop an educational web-based resource (i.e. toolkit), called the Driving and Dementia Roadmap (DDR), aimed at addressing some of these gaps. Aligned with the KTA framework, knowledge creation and action cycle activities informed the development of the DDR. These activities included systematic reviews; meta-synthesis of qualitative studies; interviews and focus groups with key stakeholders; development of a Driving and Dementia Intervention Framework (DD-IF); and a review and curation of publicly available resources and tools. An Advisory Group comprised of people with dementia and family carers provided ongoing feedback on the DDR's content and design. The DDR is a multi-component online toolkit that contains separate portals for current and former drivers with dementia and their family/friend carers. Based on the DD-IF, various topics of driving cessation are presented to accommodate users' diverse stages and needs in their experiences of decision-making and transitioning to non-driving. Guided by the KTA framework that involved a systematic and iterative process of knowledge creation and translation, the resulting person-centered, individualized and flexible DDR can bring much-needed support to help people with dementia and their families maintain their mobility, community access, and social and emotional wellbeing during and post-driving cessation.

A mapping exercise to identify the strengths, and gaps in knowledge translation activities at Cochrane South Africa.

Knowledge translation (KT) is a set of activities or processes for synthesising, disseminating, and applying research evidence in decision-making for the benefit of society. For KT to be successful, it is paramount for researchers to play an active role in encouraging evidence uptake and use in decision-making. We carried out a mapping exercise and interviews with research cluster heads at Cochrane South Africa (CSA) of the KT activities and processes being implemented (or are planned for implementation). We organized the mapping and interview results according to the KT themes described in the Cochrane KT framework. The KT framework comprises six themes, namely, (i) prioritization and co-production of research evidence; (ii) building a sustainable infrastructure for knowledge translation; (iii) engaging with audiences for knowledge exchange or dialogue; (iv) packaging, communication and dissemination which entails disseminating research to users; (v) building audience capacity to use evidence or training activities; and (vi) advocacy or improving the culture of using evidence. Through the mapping exercise and interviews, we learned that CSA researchers excelled in implementing activities and processes linked to most of the KT themes, including producing different types of systematic reviews and providing reliable evidence for health decision-making. Cochrane South Africa (CSA) researchers are also involved in mentoring and training postgraduate students and various health decision-makers (e.g., health professionals, guideline panels and policy-makers). While they excel in the above-mentioned activities, "packaging, communication, and dissemination of research evidence" (theme iv) was identified as an area of improvement.

Connecting for Care: a protocol for a mixed-method social network analysis to advance knowledge translation in the field of child development and rehabilitation

BackgroundConnections between individuals and organizations can impact knowledge translation (KT). This finding has led to growing interest in the study of social networks as drivers of KT. Social networks are formed by the patterns of relationships or connections generated through interactions. These connections can be studied using social network analysis (SNA) methodologies. The relatively small yet diverse community in the field of child development and rehabilitation (CD&R) in Canada offers an ideal case study for applying SNA. The purposes of this work are to (1) quantify and map the structure of Canadian CD&R KT networks among four groups: families, health care providers, KT support personnel, and researchers; (2) explore participant perspectives of the network structure and of KT barriers and facilitators within it; and (3) generate recommendations to improve KT capacity within and between groups. Aligning with the principles of integrated KT, we have assembled a national team whose members contribute throughout the research and KT process, with representation from the four participant groups.MethodsA sequential, explanatory mixed-method study, within the bounds of a national case study in the field of CD&R. Objective 1: A national SNA survey of family members with advocacy/partnership experience, health care providers, KT support personnel, and researchers, paired with an anonymous survey for family member without partnership experience, will gather data to describe the KT networks within and between groups and identify barriers and facilitators of network connections. Objective 2: Purposive sampling from Phase 1 will identify semi-structured interview participants with whom to examine conventional and network-driven KT barriers, facilitators, and mitigating strategies. Objective 3: Intervention mapping and a Delphi process will generate recommendations for network and conventional interventions to strengthen the network and facilitate KT.DiscussionThis study will integrate network and KT theory in mapping the structure of the CD&R KT network, enhance our understanding of conventional and network-focused KT barriers and facilitators, and provide recommendations to strengthen KT networks. Recommendations can be applied and tested within the field of CD&R to improve KT, with the aim of ensuring children achieve the best health outcomes possible through timely access to effective healthcare.

There’s nothing better (yet?) for improving evidence-based practice than knowledge translation

WHO Framework Convention on Tobacco Control entered into force 55 years after the first publication on relationship between smoking and lung cancer. The need to increase use of evidence into practice is widely emphasized. Purpose. Presentation of the knowledge translation process and discussion of the basis on which this concept was created. The state of knowledge. The concept of knowledge translation was created at the beginning of the 21st century in response to problems related to the production and dissemination of scientific evidence, including the so-called the know-do gap. These problems constitute a significant barrier to adherence to the principles of evidence-based medicine and practice. The translation of knowledge is seen as an operationalization of the above principles and a shortening of the path from evidence to effect. There are many approaches to knowledge translation, and there are problems and limitations in evaluating this process. This can cause confusion amongst stakeholders in the health system. Conclusions. Knowledge translation is a developmental and increasingly popular concept. There is no (yet?) better tool to improve evidence-based practice, both in medicine and public health than knowledge translation. The issue of knowledge translation should be disseminated in literature, tested in research, raised in discourse and implemented in health professionals education in Poland.

Coaches’ and Researchers’ Perceptions of the Factors That Influence Knowledge Translation for Coaching in Portugal and Brazil

The main objective of this study was to examine Portuguese and Brazilian coaches’ and researchers’ perceptions of the factors that influence the knowledge translation processes in sport. Data were collected via focus groups with 36 coaches and 25 researchers from both countries. Results of a reflexive thematic analysis were captured by the themes: knowledge creation, barriers, knowledge dissemination and knowledge implementation, and evaluation. In both contexts, there was a gap between researchers’ and coaches’ needs, which hindered the knowledge translation process. The lack of partnerships in place between these stakeholders also created difficulties in the process of knowledge translation. Moving forward, universities and polytechnic institutes should forge meaningful partnerships with coaches so they can implement evidence-based practices and use research as a tool for improving the quality of the coaching process.