Overall need for Knowledge Exchange capacity and for programs that bring researchers and decision makers together (e.g. core part of programs for both decision makers and researchers; community/research partnerships)


*Generally, more finance and training is needed (capacity building; career path funding)*

  • Need specialized researchers (e.g. primary care; aboriginal; mental health; voluntary sector
  • Need researchers with policy analysis, change management, financial and economic skills
  • Create programs for identification of best practices
  • Teach researchers to work with databases and train programmers and statisticians for complex databases and 'real world' statistics
  • Teach how to balance long-term and short-term research within single projects and/or programs (e.g. phase-in strategies)
  • Need qualitative research expertise and integration of methods from other disciplines
  • Improve prestige of research (e.g. use marketing of potential careers paths to attract students)
  • Need for more institutional flexibility (facilitate student movement) and commitment to tenured researchers

*Must however keep in mind that there is a limit to what you can compress into a program*

Users of research

Teach them to:

  • Access research (how and where)
  • Understand research; use the information; distinguish good from bad research (internships at mid-career, etc).
  • Initiate and maintain ongoing relationships with researchers (need to expect to have to maintain relationship over time)

Non-research organizations

Teach them how to:

  • Determine whether or not they should participate in research
  • Participate in research
  • Develop research infrastructures

Consultation Firms

  • Need to train researchers to forge links with consultants
  • Train consultants to be sensitive to the research culture and to use the research

Decision Maker and Provider Training Non-related to Research

  • Train decision makers for change management, innovation and leadership skills
  • Create formal career renewal programs for people already in the system (continuity of professional development)
  • Train providers to be sensitive to issues of policy (and research) and to adapt to change
  • Train providers to reflect new models of care and work environments (e.g. interdisciplinary)