Murphy, K., Wolfus, B. & Lofters, A. (2011). From Complex Problems to Complex Problem-Solving: Transdisciplinary Practice as Knowledge Translation.In Murphy, K., Wolfus, B. & Lofters, A., Converging Disciplines: A Transdisciplinary Research Approach to Urban Health Problems. (pp. 111-129). 

Format: Book chapter

Type: Experience

Experience level of reader: Fundamental

Annotation: This book chapter uses a conversational writing style to discuss knowledge translation competencies in the context of healthcare transdisciplinarity. Knowledge translation competencies include, policy literacy; stakeholder savvy; asking, listening, responding and explaining; writing; communicative intent; managing stakeholder expectations; adopting responsive ‘realist’ methodologies; advocacy and forming coalitions; engaged scholarship. An example (a graduate KT practicum in urban health) is used to tie the main themes together.

Setting(s) to which the reported activities/findings are relevant: Government, University

Knowledge user(s) to whom the piece of literature may be relevant: Clinicians, Policy Makers, Researchers

Knowledge user level addressed by the literature: Organization

This article uses the Commercial Devices and Services version of the NtK Model

• Knowledge translation literacy — Policy development process — Many researchers do not understand the policy development process or how they might influence it, and may benefit from seminars that explain how government works.
  Literature review and experience.
  Occurrence of finding within the model: KTA Step 1.C, KTA Step 2.C, KTA Step 3.C, Step 3.1

• Knowledge translation literacy — Policy gaps — Many researchers do not have the skills to identify gaps in existing policies and how to reframe those gaps as viable research questions.
  Literature review and experience.
  Occurrence of finding within the model: Tip 3.1, Step 3.2, Step 1.3, Step 1.2

• Knowledge translation literacy — Research methods and results — Many decision-makers and policy-makers lack a critical understanding about the methods that are used to conduct research (or have the time to independently acquire it) and as a result, are unable to assess the quality of the findings they may receive. They may also be unclear about how to interpret and apply the findings.
  Literature review and experience.
  Occurrence of finding within the model: Tip 3.7, KTA Step 1.C, KTA Step 2.C, KTA Step 3.C

• Knowledge translation literacy — Establishing relevant research questions — Researchers tend to begin by observing a broad or abstract problem and then narrowing down to a very specific question that can be answered with confidence following a scientific method. In our experience, practitioners may take the inverse approach. They encounter a very specific or practical problem, and, in the course of framing research questions, their inquiry broadens and they see a whole family of interconnected issues that impinge on the question that also need to be addressed. In both cases, the process of defining the problem and the question are learning exercises. But the processes seem to move in opposite directions, and it can be challenging to execute a delimited project that makes sense and is meaningful to everyone. Involving stakeholders can help to isolate and hone the research question. They can be helpful in identifying policy nuances, complexities, contradictions, and systemic links that needed to be taken into account for the study to be comprehensive.
  Literature review and experience.
  Occurrence of finding within the model: Tip 3.1, KTA Step 1.A, KTA Step 1.B, KTA Step 1.C, Step 3.1, Step 2.2, Step 1.1

• Knowledge translation literacy — Research methods and results — Researchers must take step to inform stakeholder about research methods and their implications in stakeholder-accessible language. One approach that can be used is to involve stakeholders in the co-writing of a plain language research summary.
  Knowledge translation competencies for transdisciplinary health practice.
  Occurrence of finding within the model: Tip 3.7, KTA Step 1.D, KTA Step 2.D, KTA Step 3.D

• To overcome researchers’ difficulty in identifying gaps in existing policy to get policy-aware brokers to coach researchers in policy issues and related research opportunities.
  Literature review and experience.
  Occurrence of finding within the model: Tip 3.1, Step 3.2, Step 1.3, Step 1.2

• Knowledge translation literacy — Stakeholder drivers — Awareness of decision-makers’ time frames and a community’s priorities can help researchers to better align their projects and deliverables. Questions researchers might ask themselves include: What are any upcoming stakeholder-driven decision points or events that our research might impact?
  Literature review and experience.
  Occurrence of finding within the model: Step 2.2, Step 1.2, Step 1.1

Method: Enlightenment model of knowledge translation — A process whereby researchers help policy-makers to understand an issue in a new light, redefining the dominant interpretation of an issue based upon new evidence. (Weiss [1979])
Occurrence of finding within the model: KTA Step 1.C, KTA Step 2.C, KTA Step 3.C