Mallidou et al.

Systematic Reviews (2017) 6:93

DOI 10.1186/s13643-017-0481-z

PROTOCOL Open Access

Protocol of a scoping review on knowledge

translation competencies
Anastasia A. Mallidou1* , Pat Atherton2, Liza Chan3, Noreen Frisch1, Stephanie Glegg4 and Gayle Scarrow5

Abstract
Background: Knowledge translation (KT) activities can reduce the gap between “what is known” and “what is done”.
Several factors hinder or facilitate KT activities including individual characteristics and organizational attributes; we will
focus on individual healthcare professional modifiable characteristics. The purpose of this scoping review is to
summarize knowledge on KT competencies for knowledge users, knowledge brokers, and knowledge producers/
researchers to support evidence-based practice (EBP) and inform policy and research in health. Our objectives are to
explore the relevant theoretical and empirical literature; map the publications for key themes and research gaps of KT
competencies, and interventions for enhancing KT competencies; summarize and disseminate findings; produce an
action plan and research agenda; and develop self-assessment tools (the KT Pathways) for professional development
for our three target audiences.
Methods: The scoping review method will guide our study by following six stages: formulating the research question;
identifying relevant studies; selecting the literature; charting the data; collating, summarizing, and reporting the results;
and developing a KT plan and consulting stakeholders involved in the fields of KT, EBP, evidence-informed policy-making,
and/or research. We will include empirical and theoretical/conceptual peer-reviewed and grey literature in health that
examine knowledge user, knowledge broker and knowledge producer KT competencies. Publications written in the
English language and published after 2003 only will be considered. Our multidisciplinary research team will collaborate
using technology (i.e., WebEx for discussions and a Web 2.0 website for storing documents). Our KT plan consists of an
Advisory Group and dissemination plan of the findings.
Discussion: We expect the identified KT competencies to contribute to the KT science by providing positive outcomes in
practice, policy, education, and future research. Incorporation of the core KT competencies may enhance safety,
effectiveness of clinical care, and quality of health outcomes; contribute to and facilitate collaboration among practitioners,
knowledge users, knowledge brokers, researchers, employers, and educators; improve education of healthcare professionals
and inform policy-making process; benefit practitioners by guiding their KT professional development to become effective
at moving evidence into practice and policy; guide suitable interventions and strategies to enhance KT activities in the
health sector; and direct future research.
Keywords: Knowledge translation, competencies, knowledge, skills, attitudes, scoping review, evidence-based practice

Introduction/background documents have illustrated the primary need to use

Resistance to scientific discovery and innovative ideas is knowledge in routine practices including Crossing the
a natural response during the critical process of both Quality Chasm [19] and Health Professions Education: A
scientific discoveries and innovative ideas [2, 28] that Bridge to Quality [17]. Also, influential organizations
results in enlarging the gap between research findings such as the Agency for Healthcare Research & Quality
and practice and/or policy-making, since research find- (AHRQ) and the World Health Organization (WHO)
ings are not easily and well accepted. Many landmark have identified the need for supports for evidenced-
based practice and evidence-informed policy-making.
* Correspondence: [email protected] The AHRQ (as of December 2014) has funded 13
1
School of Nursing, University of Victoria, 3800 Finnerty (Ring) Road, Victoria, Evidence-based Practice Centers (EPCs) to answer
BC V8P 5C2, Canada
Full list of author information is available at the end of the article clinical research questions for improving quality of

© The Author(s). 2017 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0
International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and
reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to
the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver
(http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
Mallidou et al. Systematic Reviews (2017) 6:93 Page 2 of 8

healthcare and patient outcomes (http://tinyurl.com/ anxiety and contextualize research findings in various
j4skdzl), while in 2005 the WHO established an contexts [31]. Organizational factors including workplace
evidence-informed policy network (EVIPNet) to pro- culture, resources, and support are also fundamental for
mote the systematic use of health research findings in KT activities and EBP [9, 10, 12, 13].
policy-making (http://www.who.int/evidence/about/en). Focusing on at the individual level of healthcare profes-
Knowledge translation (KT) process has the potential sional (modifiable) characteristics, we argue that
to reduce this gap between “what is known” and “what is competency-based education and other multifactorial inter-
done”. Although a paradigm shift toward valuing KT, ventions may trigger positive attitude toward research and
evidence-based practice (EBP), and evidence-informed enhance knowledge and skills. In general, focus on
policy-making has improved the use of evidence in the competency-based education for healthcare professionals is
last few years, variations in practice and policy still exist important and transparent that allows for innovative and
[26, 27]. Also, despite efforts to support KT and promote student-centered learning and teaching processes, and faci-
EBP and evidence-informed policy-making, using nu- litates new opportunities to emerge for redesigning health
merous KT frameworks [7, 33], knowledge translation systems [14]. The importance of developing knowledge,
activities are not yet systematically used worldwide. skills, and attitudes (i.e., competencies) is also emphasized
A number of factors have been examined that hinder or in the Lancet commission report “Health Professionals for a
facilitate KT activities including individual characteristics New Century: Transforming Education to Strengthen Health
and organizational attributes. For practitioners, having a Systems in an Interdependent World” [14]. The connection
positive attitude toward research and possessing basic between education and health systems and the need for
knowledge and skills related to KT activities is critical, yet transformative professional education are also highlighted
inadequate for changing behavior [25]. In a systematic to promote new approaches for optimizing health systems.
review, Estabrooks et al. [11] found that use of research Educational systems must produce well-equipped gradu-
findings in practice is associated with individual healthcare ates, who will meet patient and population needs by sharing
practitioner beliefs and attitudes toward research. Inter- learning activities and strengthening research competencies
ventions to strengthen healthcare professionals’ attitudes to build upon the knowledge base about innovations and
and beliefs toward KT activities may trigger intention to EBP and evidence-informed policy-making. Another
systematically incorporate the best available evidence into positive contribution of competency-based education is its
routine clinical practice. For policy-makers, factors at the potential to transfer knowledge and skills learned at school
individual level that significantly predict research use in into the needs of society [20].
certain public health decision-making contexts include As such, we are attempting to compile a set of core KT
research skills and intention to use research findings in competencies [27] for knowledge users, knowledge
the near future (i.e., the next 12 months) [34]. For re- brokers, and knowledge producers (researchers) to sup-
searchers, requirements by funding agencies to include port EBP and evidence-informed policy in health (for a
KT activities as part of their research-funding applications, brief description of these terms please see Additional file
partly to demonstrate accountability for public dollars 1). Incorporation of KT competencies into the education
spent, have increased in recent years that facilitate EBP and health systems (e.g., job expectations, performance
and evidence-informed policy-making [18, 30]. For know- appraisals, promotion procedures) may positively influ-
ledge brokers, personal attributes are important for KT ence KT activities and KT learning needs of these three
activities and tasks [3]. People with a certain type of per- groups of audience. As a result, we expect to note devel-
sonality (e.g., flexible, curious, self-confident, imaginative, opment of comprehensive training programs, implemen-
intuitive, inquisitive), analytical skills, and capability in tation of research findings, consistency and quality of
managing human intellect can work well in facilitating KT healthcare, and reduction of health system expenses [26].
activities [4]. Lomas [23] describes knowledge broker (KB) The definitions of the primary concepts used in this
attributes and skills in more details including the ability to protocol of the scoping review are analytically described
clearly communicate, understand organizational and work in Additional file 1.
environment cultures, assess research findings in various
formats, facilitate, mediate, and negotiate among stake- Purpose and objectives
holders. In addition, the findings of a study on knowledge The purpose of the proposed scoping review is to
brokering in public health include personal characteristics summarize existing knowledge on KT competencies for
that are central in a KB’s role to implement knowledge three discrete audiences (i.e., knowledge users, knowledge
and change behaviors. Particularly, the authors describe brokers, and knowledge producers) in health to support
KBs as “skilled in terms of appraising evidence”, encou- EBP and inform policy and research. Our primary re-
raging people who work with them, inspiring respect and search question is “What are the core KT competencies of
trust, supportive, approachable, and able to mitigate knowledge users, knowledge brokers, and knowledge
Mallidou et al. Systematic Reviews (2017) 6:93 Page 3 of 8

producers/researchers and the interventions and/or review; not a systematic review that is usually registered
strategies to teach and reinforce those competencies?” Our with PROSPERO.
secondary research question is “Is it possible these identi-
fied core KT competencies to include in self-assessment Formulating the research question
tools for professional development for each of the three The research question for this scoping review will be
target audiences to succeed in the KT field?” Particularly, finalized in consultation with relevant stakeholders, who
our main objectives are to: have already been involved in the initial steps of this re-
view and contributed to the discussion and the proposal
! Systematically explore the extent of relevant writing process. The research question and objectives
theoretical and empirical literature (e.g., range, have been shaped as it is stated in the previous section.
focus, nature of sources, volume) on KT
competencies for knowledge users, knowledge Identifying relevant studies
brokers, and knowledge producers in health. We will further expand the targeted search strategy that
! Map the publications by identifying definitions (e.g., was initially developed in consultation with a research li-
key themes) of knowledge users’, knowledge brarian (member of our research team) and refine the pa-
brokers’, and knowledge producers’ KT rameters of our search strategy. For the purposes of this
competencies; research gaps; and potential scoping review, we will systematically search the academic
interventions for boosting KT competencies. (peer-reviewed) and grey literature to identify relevant
! Summarize and disseminate review findings to the publications (for details, see Additional file 2). Using
three groups in relevant fields (e.g., health research, subject headings and keywords, our comprehensive and
nursing, medicine, occupational therapy, health policy). systematic search strategy will include searches in and of:
! Produce an action plan and a research agenda for
three distinct areas: designing future primary studies a. Health, healthcare, and a variety of interdisciplinary
on areas that are needed, conducting systematic electronic databases with this focus such as
reviews on topics that already adequate knowledge PubMED, Ovid MEDLINE, Cochrane Library,
exists, and integrating KT activities and Scopus, EMBASE (Ovid), Cumulative Index to
recommendations for policy about the use of the Nursing and Allied Health Literature (CINAHL)
three groups’ KT competencies in the health sector. EBSCO, NEOS Library Consortium Catalogue, and
! Develop self-assessment tools (the KT Pathways) for Theses Canada.
professional development for our three target audiences b. Grey literature sources such as existing networks
to succeed in the KT field. These tools will include core (e.g., InspireNet), relevant organizations (e.g.,
KT competencies identified through the current scoping Canadian Institutes of Health Research; Canadian
review, along with relevant resources to support the Foundation for Healthcare Improvement—formerly
development of the identified KT competencies. Canadian Health Services Research Foundation),
conferences, government, NGOs, health research
Methods websites (e.g., National Collaborating Centre for
To address the purpose and objectives of the proposed Methods and Tools, World Health Organization),
study, we will use the scoping review method described and databases specific to grey literature (e.g., KT
by Arksey and O’Malley [1] and further developed by Clearinghouse, Evidence-Informed Health Care Re-
Levac et al. [21]. This method includes six stages: (a) for- newal or EIHR portal).
mulating the research question; (b) identifying relevant c. Hand-searching of relevant specialized key journals
studies; (c) selecting the literature (an iterative process); (e.g., Implementation Science).
(d) charting the data; (e) collating, summarizing, and d. Reference lists in publications identified in (a), (b),
reporting the results; and (f ) developing a KT plan and and (c).
consulting interested stakeholders. We will also follow e. Personal contacts of working group and stakeholder
the PRISMA-P checklist [29]. As part of the integrated groups.
knowledge translation approach, we will further involve
and consult knowledge users, knowledge brokers, policy- Search terms will include controlled vocabulary and
makers, and researchers involved in doing, facilitating, various keywords and terms related to (1) KT keywords
and/or producing KT, EBP, or evidence-informed policy- such as knowledge translation, knowledge utilization/use,
making and research throughout the research process to research use; (2) KT competencies such as knowledge,
provide various perspectives, meaning, and applicability skills, and attitudes related to knowledge translation in
of the review findings. We have not registered this pro- health or healthcare. Because of the lack of indexed sub-
posal with PROSPERO, because this study is a scoping ject headings, and a large amount of literature expected to
Mallidou et al. Systematic Reviews (2017) 6:93 Page 4 of 8

be related but not on-topic, the search terms will primarily in press) will not be applied. Other relevant KT articles
be used for the title and abstract search. Search limits will will be held in a separate folder to be reviewed as
be applied in language (English only), publication date (be- background documents to support the analysis of our
tween 2003 to present to focus the search in accordance knowledge synthesis study.
with the relatively recent and prominent development of
the KT field), and publication status (e.g., in review,
Classifying the literature
accepted, in press). Search results will be imported into a
We will classify the publications into empirical and theore-
bibliographic manager (i.e., Mendeley) and duplicates will
tical peer-reviewed papers (including reports and reviews),
be removed.
and in grey literature using spreadsheets. We will develop a
data extraction instrument for this study using standard
Selecting the literature
formats (Additional file 3). Charting will be an iterative
In this iterative process, retrieved search results will be
process at the beginning of the data extraction stage. Data
reviewed for inclusion or exclusion. Refining the search
will be entered into Microsoft Excel spreadsheets in tabular
strategy might take place at the update of the literature
format. Prior to commencing the full data extraction, at
search. At least two investigators will independently
least two investigators will independently extract data from
screen the titles and abstracts of all publications
a sample of publications (e.g., ten) to determine the
retrieved, based on pre-determined inclusion criteria.
consistency, accuracy, and completeness of their approach
Publications identified as potentially relevant to this re-
with the purpose of the review; and to refine the form for
view will be retrieved in full text and reviewed against
capturing all the details of quantitative and qualitative study
the same inclusion criteria. Disagreements regarding a
designs. Data to be extracted include study design, theore-
publication inclusion will be resolved through discussion
tical framework, participant characteristics (demographics),
between the two reviewers or third party adjudication.
KT competencies (i.e., knowledge, skills, and attitudes),
study findings, and intervention/strategy details. Discre-
Inclusion/exclusion criteria
pancies in data extraction will be discussed and resolved by
Inclusion
consensus.
All empirical and theoretical/conceptual peer-reviewed
publications in health as well as documents from the grey
literature that examine knowledge user, knowledge broker, Synthesizing and summarizing findings
and knowledge producer KT competencies will be consi- Theoretical and empirical literature will be summarized
dered for inclusion. Specifically, each publication has to: as a traditional integrative review [6, 24, 32]. We will
identify commonalities in constructs across studies, map
a) Be an empirical or theoretical/conceptual peer-reviewed them, and collate the data extracted from empirical
publication in the health sector, or a document from studies. Then, we will summarize publications and their
the grey literature; characteristics in a table (e.g., frequency and type of
b) Include both concepts and/or sub-concepts of publications, variables used and defined, study design,
knowledge translation or any other similar term (e.g., type of intervention, measured outcomes, use of theoret-
knowledge utilization, knowledge use, knowledge ical framework) that will constitute our map of the
transfer) and competency (i.e., knowledge, skills, literature. The grey literature will be also summarized in
attitudes) or any component of competencies that refer an integrative review. Then, we will combine the
to knowledge user, knowledge broker, or knowledge findings from both kinds of the literature (academic and
producer competencies in KT; and grey) accordingly using narrative and descriptive
c) Have an abstract and purpose clearly stated (for summaries as well as an interpretive synthesis [8].
empirical and conceptual publications only); grey The KT competencies will be summarized from both
literature will still be reviewed in the absence of an the academic and grey literature in a holistic approach
abstract. in terms of knowledge users, brokers, and producers/re-
searchers; but they will be grouped separately in three
If several publications are based on the same dataset, categories according to the component of competencies
all relevant to KT competency publications will be (i.e., knowledge, skills, attitudes). The rationale for this
included. approach is that there are limited number of primary
studies that separately examine KT competencies for
Exclusion knowledge users, knowledge brokers, and knowledge
Publications written in non-English language and pub- producers/researchers. However, based on this know-
lished before 2003 will not be included. Restrictions ac- ledge synthesis, we will develop the KT Pathways (a self-
cording to status of publication (e.g., in review, accepted, assessment tool) for each stakeholder separately.
Mallidou et al. Systematic Reviews (2017) 6:93 Page 5 of 8

Reporting results 2. Dissemination of the findings—Drawing from the

We will report the findings of the review using tables Knowledge-to-Action (KTA) framework [15] and the
describing the characteristics of each publication that steps of a Planned Action Model [16], we will integrate
will be included in our scoping review and classify them and use the Dissemination Planning Tool [5] to create
according to their characteristics (e.g., study design, a dissemination plan beyond the traditional academic
intervention). Additional tables will classify the included methods. For example, opinion leaders can offer an
publications according to their main characteristics such innovative approach to sharing knowledge that has the
as participants, study setting, study design, study inter- potential for greater effectiveness than passive
vention (if applicable), theoretical frameworks used, KT approaches (e.g., conference presentations). Our
competencies (i.e., knowledge, skills, attitudes) identified constructed dissemination plan will be used at the end
in the publications, and findings. We will also draw a of the scoping review, when the findings are known
conceptual diagram (mind mapping) that will include all and the KT Pathways professional development tools
identified core KT competencies, to illustrate the rela- are fully developed, and based on the needs and
tionships among the components of the various publica- interests of our intended users/audiences. We will
tions. The mind mapping will be helpful in designing also use the Dissemination Planning Tool [5] with
future systematic reviews focused on interventions that our Advisory Group members to “plant the seeds
are intentionally used to hone KT competencies in all of interest” ([5], p. 85). Specifically, we plan to
three audiences. Peer-reviewed (academic) publications develop an interactive KT plan by (a) describing
and grey literature documents will be described and key messages emerging from this review; (b)
synthesized separately, but both will be used to identify determining the target audiences for each
the core KT competencies. message; (c) identifying the best messenger for
each message and audience; (d) involving the
Integrated knowledge translation plan Advisory Group in the development of the
Our multidisciplinary research team consists of dissemination plan and process of spreading the
researchers, knowledge users, a knowledge broker, and a messages arising from the scoping review; and (e)
librarian. The research team will regularly collaborate using diverse approaches to disseminate the study
using technology (i.e., WebEx). The discussions, findings.
decisions, and all relevant documents will be stored on a
Web 2.0 website using infrastructure provided by Inspi- Discussion
reNet (INnovative health Services & Practice Informed The proposed knowledge synthesis study contributes to
by Research & Evaluation Network), a virtual research the literature with the potential to influence practice,
and knowledge network. Our scheduled KT plan education, policy, and future research. Incorporating the
consists of two parts: identified KT competencies into each individual health-
care professional practice could have several positive
1. Advisory Group—The “linkage and exchange model” outcomes. First, the use of KT activities as a routine
[22] informed our establishment of an Advisory practice by healthcare professionals in various roles (e.g.,
Group (Additional file 4) to ensure that a broad knowledge brokers) can enhance the safety, quality, and
range of stakeholders in two Canadian provinces effectiveness of clinical care. Second, clinical practice
(Alberta and British Columbia) will contribute to the conducted using the identified KT competencies may
research process and deliverables of the study. The eliminate variability of care across healthcare organiza-
research team will engage regularly with the tions that, in turn, will promote quality of health
Advisory Group members via newsletters and outcomes. Third, the findings of this review and use of
technology to solicit their input on a regular basis. identified KT competencies may result in greater in-
We expect our multidisciplinary Advisory Group volvement and will help to bring together and facilitate
members to provide feedback on the research collaboration among healthcare practitioners, knowledge
process and deliverables of the scoping review; their brokers, knowledge producers, employers and educators,
expertise and/or insights they might have on the and policy-makers. Fourth, core KT competencies have
needs of knowledge users, KBs, and researchers as the potential to improve education of healthcare profes-
well as relevant KT competencies that are required sionals by assisting educators in focusing training on
for effective EBP and evidence-informed policy; and these core KT competencies. Fifth, incorporation of the
strategic advice on the interpretation of the study identified KT competencies in job expectations, perfor-
findings and appropriate dissemination ways to mance appraisals, and promotion procedures is a direct
local, national, and international interested and clear benefit for both healthcare outcomes and
individuals and organizations. professionals. For example, knowledge brokers and
Mallidou et al. Systematic Reviews (2017) 6:93 Page 6 of 8

researchers will have guides for KT professional develop- Additional files

ment that will help them to be effective at moving
evidence into practice and policy. Sixth, KT competen- Additional file 1: Definitions of the primary KT concepts. A list of the
primary KT concepts are described/defined for the reader convenience.
cies can guide suitable interventions and strategies to (PDF 165 kb)
enhance KT activities in the health sector. Finally, the Additional file 2: Literature search strategy. Examples of the literature
identified research gaps among the study findings may search strategies are described to be used with electronic databases and
provide guidance for future systematic reviews and grey literature including search terms. (PDF 146 kb)
research projects. Additional file 3: Data extraction form. A description of the data
extraction form is included that we will use during the data extraction
phase of the proposed scoping review. (PDF 149 kb)
Limitations Additional file 4: Advisory Group. A list of the manes of Advisory Group
Although we will follow a rigorous and sound process and are mentioned in alphabetical order. (PDF 143 kb)
methods for this scoping review, we anticipate a number
of limitations. First, a language limitation will be inevit- Abbreviations
able, because of the inclusion of publications written only AHRQ: Agency for healthcare research & quality; EBP: Evidence-based
in the English language. Second, our broad search strategy practice; EVIPNet: Evidence-informed policy network; EIP: Evidence-informed
practice; EPCs: Evidence-based practice centers; CINAHL: Cumulative index to
might be associated with a lower precision on the purpose nursing and allied health literature; InspireNet: INnovative health Services &
of the review that may result in a large number of redun- Practice Informed by Research & Evaluation Network; WHO: World health
dant references. Third, using the relevant search terms for organization

“KT” and “competencies” as found mostly in titles and Acknowledgements

abstracts of the revealed publications may result in We acknowledge MSFHR financial support in the proposed scoping review.
missing publications related to KT competencies. Finally, Also, we would like to acknowledge two anonymous reviewers for their
comments and extend our thanks to our Advisory Group members for their
this scoping review will neither include an assessment of support and feedback throughout this study design and protocol writing
the identified core KT competencies, nor a critically ap- including (in alphabetical order):
praisal of the effectiveness of the identified interventions/ Donna Angus, Knowledge Translation Consultant, Edmonton, Alberta, Canada.
Moriah Ellen, Investigator, McMaster Health Forum’s Impact Lab; Associate
strategies focused on the development/improvement of Professor, Jerusalem College of Technology; Senior Researcher, Gertner
the core competencies. National Institute for Health Policy, Hamilton, Ontario, Canada.
Alison Hoens, Physical Therapy Knowledge Broker, Department of Physical
Therapy, Faculty of Medicine, University of British Columbia; Research,
Implications and recommendations Education and Practice Coordinator for Physiotherapy, Providence Health
This scoping review will advance the KT field by incorpor- Care, Vancouver, British Columbia, Canada.
ating the identified core KT competencies into the practice Bev Holmes, Vice-President, Research & Impact, Michael Smith Foundation for
Health Research, Vancouver, British Columbia, Canada.
of each individual healthcare professional. The implemen- Sheila Kerr, Member, Arthritis Patient Advisory Board, Arthritis Research
tation of the KT competencies in practice could have sev- Canada, Vancouver, British Columbia, Canada.
eral positive implications and outcomes to practice itself, Linda Li, Senior Research Scientist of Clinical Epidemiology, Arthritis Research
Canada; Harold Robinson/Arthritis Society Chair in Arthritic Diseases; Canada
education, policy, knowledge brokering, and future re- Research Chair in Patient-Oriented Knowledge Translation; Associate Profes-
search. Often, knowledge synthesis studies provide recom- sor, Department of Physical Therapy, University of British Columbia, Vancou-
mendations based on the findings for practice. We will not ver, British Columbia, Canada.
Grace Mickelson, Corporate Director - Academic Development, Provincial
be able to develop any recommendations, because the in- Health Services Authority (2005–2015), Vancouver, British Columbia, Canada.
cluded publications will not be critically appraised for Kelly Mrklas, Knowledge Translation Implementation Scientist; Director,
methodological quality. However, we will provide recom- Knowledge for Change Unit, Alberta Health Services, Calgary, Alberta, Canada.
Laura Mumme, Knowledge Mobilization Consultant, Alberta Health Services,
mendations for future research on explicitly determining Edmonton, Alberta, Canada.
KT competencies for each of the three stakeholder groups Katrina Plamondon, Regional Practice Leader, Research & Knowledge
(i.e., knowledge users, brokers, producers) in universities, Translation, Interior Health, Kelowna, British Columbia, Canada.
Anne Sales, Associate Chair for Education Programs and Health System
health organizations, and decision-making centers. Further Innovation; Professor, Division of Learning and Knowledge Systems; Professor
recommendations will include systematic reviews of the of Nursing, Department of Systems, Populations and Leadership; Director,
literature on KT competencies where sufficient knowledge Health Infrastructures and Learning Systems (HILS) MS and PhD Program,
School of Medicine, University of Michigan; Research Scientist, Centre for Clinical
exists and primary studies for areas that have not been Management Research, VA Ann Arbor Healthcare System, Michigan, USA.
explored yet. The findings of this scoping review could be Victoria Schuckel, Acting Executive Director, Research, Knowledge Translation
used to guide the education of healthcare professionals and & Library Services, British Columbia Ministry of Health, Victoria, British
Columbia, Canada.
inform policy-making process. Using this scoping review as Denise Thomson, Associate Director, Knowledge Translation Platform, Alberta
a KT tool, we will focus on the multiple domains of the SPOR SUPPORT Unit, Edmonton, Alberta, Canada.
identified KT competencies to capture most of the aspects
and perspectives of these KT competencies for the three Funding
This proposed scoping review was instigated by the Michael Smith
groups of audiences: knowledge users, knowledge brokers, Foundation for Health Research (MSFHR), but it is not funded. MSFHR will
and knowledge producers. cover the expenses for the open access publication and provide honoraria
Mallidou et al. Systematic Reviews (2017) 6:93 Page 7 of 8

to graduate students who will contribute to this study and to the first author 3. Bornbaum CC, Kornas K, Peirson L, Rosella LC. Exploring the function and
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