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KT
Canada

Available Graduate Courses

University of Prince Edward Island

AHS 607 Knowledge Transfer and Research Uptake

This course will explore the facilitators and barriers of using evidence in decision-making, as well as developing the students' understanding of the conceptual, philosophical, and theoretical underpinnings of knowledge transfer and research uptake. Students will also learn how to create ongoing/sustainable linkages with decision makers and how to share research findings with academic and non-academic audiences. The course strengthens the program by providing students with skills to interact with stakeholders and facilitate the use of evidence in decision-making. Topics explored include Evidence Based Decision-Making - barriers and facilitators, and why evidence is not used in decision-making. The course will look at how to encourage, decision-makers to use research evidence through behavioural change, social marketing, and sustainable linkages. Masters of Applied Health Services Research Program

Université Laval

MNG-66737 Gestion et Transfert de Connaissances

Ce cours porte sur la gestion et le transfert de connaissances. Il couvre plus spécifiquement les cinq capacités dyadiques de la chaîne de valeur de la connaissance.

Le cours s'adresse aux personnes qui veulent assimiler et appliquer les concepts de chaîne de valeur à l'utilisation de la connaissance dans les organisations et les entreprises. Il s'inscrit dans le programme de MBA.

Ce plan de cours est un contrat entre vous et l'enseignant. Il définit en quelque sorte un mode d'emploi, non seulement pour le matériel didactique du cours, mais aussi pour le cheminement que vous devez adopter et les différentes exigences auxquelles vous devez répondre. Si vous avez des commentaires ou des questions, veuillez contacter votre enseignant.

Remarque concernant la charge de travail : ce cours universitaire de deuxième cycle exige en moyenne 7 heures de travail par semaine. Soyez donc bien conscients qu'il est essentiel pour votre apprentissage et pour la réussite du cours d'avoir du temps à y consacrer.

Revue systématiques et méta-analyse (M.Sc. EPM7 xx5, 2 credit)

Course to be offered as of fall 2010 or winter 2011

University of Ottawa

EPI5142 Health Services Evaluation (3cr.)

The theory and practice of health services evaluation, including specification of objectives, research designs, measures of process and outcome, and practical problems in conducting evaluations. The focus is on scientific (research) evaluation, but other evaluation strategies and techniques are discussed. Lectures and student presentations. Prerequisite: EPI 5240 or equivalent and permission of the program director.

EPI5188 Health Technology Assessment (3cr.)

Definition and scope of health technology assessment; needs assessment; practice variations; use of administrative databases; evaluation of diagnostic tests; development and use of practice guidelines and clinical prediction rules; health technology assessment in the technology assessment in the developing world. Lectures, seminars and case studies. Prerequisite: Permission of the program director.

EPI6188 Systematic Reviews and Meta-Analysis (3cr.)

Approaches to the systematic review of evidence in the health sciences. Searching for the evidence, selection of studies, quality and validity of included studies, heterogeneity, statistical analysis and other quantitative and qualitative methods. Students to be required to do a metaanalysis on a topic of their own interest. Prerequisites: EPI 5240 and EPI 5242 and permission of the program director.

EPI6189 Clinical Decision Making (3cr.)

Theories of decision making and their validity in health care applications. Comparison of decision support methods: decision analysis, utility assessment techniques, patient aids, practice guidelines, care maps. Methods for developing, evaluating, and disseminating decision support tools in clinical practice. Prerequisites: EPI 5240 and EPI 5242 and permission of the program director.

HSR 6120 Knowledge Transfer for Health Services and Policy Research

Course Description

Critical appraisal of clinical practice guidelines, systematic reviews and published research for analysis of the evidence supporting the transfer of knowledge in a health care facility, professional organization, or an academic institution. Design of innovative transfer strategies (e.g. consumer, practitioner, multi-dimensional organizational supports). Methodological issues related to knowledge transfer including conceptualization, design and evaluation. Practical issues articulated by invited guests from national, provincial and regional heath care organizations. Student opportunity to select a topic of their choice and develop a pragmatic intervention.

Course Objectives

  1. Understands theoretical underpinnings of knowledge transfer/translation (KT)
  2. Uses critical appraisal methods to review previous research for a description of the existing evidence on a proposed topic or innovation
  3. Synthesizes information from a variety of sources (library, Internet, clinical data) related to the topic
  4. Identifies creative KT interventions
  5. Analyzes the validity of pragmatic and scientific approaches to evaluation of KT interventions
  6. Presents ideas in a scholarly manner in seminars and written assignments.

Course Eligibility

Pre-requisites: Completion of a graduate research design course or permission of the professor

Cognitive and Behavioural theories for Knowledge Translation

Course in development (Spring 2010?)

University of Toronto

CHL5418H Scientific Overviews in Epidemiology

Description:

Course Breakdown Part 1: Evidence and techniques for assessing its epidemiological credibility.

Weeks 1 through 8 contain a series of 7 sessions to help students learn about the nature of evidence and different ways to conceptualize it epidemiologically. There are no universal truths here. The course looks for students to critically review both the tools provided and the articles presented in order for them to decide which evidence is best to use in public health.

Part 2: Using the evidence in public health practice.

Weeks 9 through 13 contains a series of 5 sessions to help students learn about different ways to apply evidence in public health practice. While it might be academic to say that "we need more research", public health staff have to make decisions using the best evidence available. This series of sessions will be given by public health practitioners who make such decisions on a regular basis. Students are expected to engage with the presenters and learn from their experience.

Part 3: Keeping up to date.

This final session simply gives students a chance to learn techniques about keeping up to date in a world of rapidly evolving health information. The half-life of most medical information is about 8 years and it is anticipated that this half-life also applies to public health. Since each individual has his/her own learning style, students are expected to apply these techniques to their own individual situation.

Objectives:

  1. Discuss the concepts of evidence as applied to public health practice and research: Levels of evidence, Pros and cons of evidence hierarchy and appraisal tools, Dealing with conflicting evidence, Need to make a decision on limited available evidence (minimize harms and maximize benefits).
  2. Identify the major sources of evidence to answer public health questions by: Searching the published literature for peer reviewed literature, Searching the synthesized literature, Searching the grey literature for non-peer reviewed literature, and Discussing the pros and cons of animal studies.
  3. Critically appraise a scientific summary paper including: Differentiate narrative reviews from scientific reviews, Recognizing possible sources of bias in review articles, Discussing the need to adapt one's approach to the question under study (e.g. question predominantly related to causation versus intervention).
  4. Describe and interpret basic statistics on a meta-analysis.
  5. Write a short scientific paper that summarizes the literature in a succinct form.
  6. Work in teams

CHL5609 H Continuing Education in Health Professions

The course content requires that all participants: 1) have an expressed interest in continuing professional education; 2) be prepared to participate in all class discussions, based on experience and class readings; 3) deliver one summary presentation at the conclusion of the class; 4) and write a ten-page referenced essay on a topic of their choice, related to CE, CPD and KT. Preference is given to Family and Community Medicine students.

The purpose of this course is to provide learners with a comprehensive and working knowledge of the field of continuing health professional education in the context of knowledge translation (KT). This is an expanding area of higher education and professional practice to which increasing academic attention is directed. In particular, the application of CE and continuing professional development to closing the clinical care gap between what is known and what health professionals actually do, has assumed significance in the Canadian context.

This modular five day, intensively participatory course is meant to provide both a theoretical and practical base for professional application and a basis for understanding "knowledge translation" from an educational perspective.

Required Reading: Davis D, Barnes B, & Fox R. The continuing professional development of physicians: From research to practice. Chicago IL: AMA Press, 2003.

Participants are strongly encouraged to read the book before class starts.

Objectives:

At the completion of this course, participants will be able to:

  1. Describe characteristics of the professional learner
  2. Discuss the impact of learning style differences, and age and stage of learning on professional learning activities
  3. Identify and discuss current issues in continuing professional education including: practice guidelines; outcomes measurement; evidence based learning; self-directed learning; quality assurance; and interdisciplinary training
  4. Discuss the steps in conducting a continuing education program, strategy or intervention from inception to completion including: needs assessment; writing objectives; matching methods and curricula to goals; and evaluation of program effectiveness
  5. Discuss the impact of newer electronic technologies on continuing education

HAD5304H Clinical Decision Making and Cost Effectiveness

This course will provide an introduction to the principles and applications of decision sciences as they relate to clinical decision-making. The major themes will be a method of evaluating diagnostic and therapeutic strategies in order to optimize individualized patient care and inform policy decision, including those in which a fixed amount of resources are an important consideration. The basic building blocks of decision analysis (Bayes theorem, test and test-treatment thresholds, tree building, utility measurement, Markov processes and cost-effectiveness) will be reviewed and synthesised. Students will use decision analysis software to build and test their own decision analyses.

Objectives:

  1. To learn the principles of decision analyis
  2. To learn how to use decision analysis software
  3. To perfom a decision analysis by developing a model, gathering the relevant data, and perfoming complete sensitivity analyses
  4. To learn how to present a decision analysis orally and in writing

HAD5305H Evidence Based Guidelines

Description:

Each student will select a guideline topic applicable to their field and apply principles learned during seminars to the development of the guideline. During the latter part of the course, participants will present their guideline to classmates to experience the consensus development phase of the course.

Objectives:

  1. To understand the characteristics of high-quality guidelines
  2. To be able to develop an analytic framework to guide evidence extraction and synthesis
  3. To discuss criteria for grading quality of evidence wrt diagnostic tests and interventions
  4. To understand strength of recommendations
  5. To develop skills in forming recommendations based on strength of evidence

HAD5308H Evidence Synthesis: Systematic Reviews and Meta-Analysis

Description:

This course is designed to instruct healthcare professionals, who have some background in critical appraisal of the literature and study design, how to systematically review the effectiveness of an intervention based on randomized controlled trials and if appropriate summarize the evidence using statistical techniques.

Objectives:

The primary objective of this course is for the participant to conduct a systematic review of a health care intervention that will be acceptable for publication within the Cochrane Collaboration or in a peer-reviewed journal. The course will focus on systematic review/meta-analysis of randomized controlled trials, but review of cohort studies is also acceptable. A secondary objective is to develop scientific writing skills.

Evaluation:

Students will be evaluated on in-course assignments (protocol - 25%) and the completion of a systematic review on an appropriate topic of their choice (systematic review - 75%). It is expected that the students will publish their reviews in the Cochrane Library and/or a peer reviewed journal.

Prior to the first session please identify the proposed topic of your review and search the literature to identify any published reviews that might overlap. Download the Cochrane Handbook from the Cochrane Centre in Hamilton. Search the Cochrane library and/or Medline/Embase for protocols/reviews that might overlap with your review. Contact the Cochrane Review group that you think your review should be edited by and "claim the right to your title". Bring this information to the first session.

HAD5727H Knowledge Transfer and Exchange: The Art and Science of Making Research Relevant and Increasing Utilization

The course examines the theoretical and practical dimensions of knowledge transfer and exchange (KT&E). The subject is viewed from a number of perspectives providing students with an understanding of what knowledge transfer and exchange is, when knowledge is ready to be transferred, the impact organizational/cultural decision-making factors play in the uptake of knowledge, and the skills and knowledge involved in the effective practice of knowledge transfer and exchange.

Given the priority now being placed on knowledge transfer by granting agencies and governments the course offers research trainees an opportunity to become familiar with the new societal expectations attached to their work. It is designed for students who want to begin to incorporate knowledge transfer and exchange into their research. For those students considering program of research focused upon KT&E, the course will orient them to the field as a whole.

The course format is interactive and integrates didactic presentations, small group exercises, and class discussions with case examples. The application of course material in independent project work is included.

The course instructors' primary focus is on health services research and consulting in mental health and addictions. Guests from other health sectors and with different professional backgrounds enrich the class with their experience as producers, users or brokers of knowledge.

Objectives:

The overarching aims of the course are:

  1. To introduce students to knowledge transfer and exchange concepts, models and methods.
  2. To understand the uses of knowledge transfer and exchange in research, policy making, management and consulting.
  3. To learn how to apply knowledge transfer theory and practice in research.
  4. To understand the measurement and evaluation of knowledge transfer.
  5. To further develop written and oral communication skills for use in critiquing, planning, and disseminating health care research.

HAD5729H Knowledge Translation and Information Behaviour in Health Care

The course is designed for doctoral students and advanced masters students, particularly in health disciplines or information studies. A research methods course is required, given the research-oriented nature of the topics and readings.

One of the aims of knowledge translation is to ensure that research findings, synthesized into "evidence-based knowledge," are taken up in practice; that is, used to change behaviour. Research funding agencies in Canada have put increasing emphasis on the use of research results in the practice of policy makers, managers, and practitioners. For example, "knowledge translation" is a focus of the Canadian Institutes of Health Research (CIHR), the Canadian Health Services Research Foundation (CHSRF) refers to "knowledge exchange," and the Social Sciences and Humanities Research Council (SSHRC) has used the term "knowledge mobilization." But what counts as knowledge? How is it translated, exchanged, taken up, or used? What role do practice and context play? Academic disciplines can vary markedly in their approaches to these questions depending on their theoretical lenses

The goal of this course is to highlight relationships and conflicts between different conceptual and theoretical approaches to knowledge translation. These include, for example, diffusion of innovation, science- or knowledge- push and user-pull models, evidence-based practice, and social marketing. We will compare and contrast knowledge translation with information behaviour theories and information use in context. To open a window on the theoretical underpinnings of the research, we will compare metaphors, definitions, language, and assumptions. We will also explore the linkages with several topics related to knowledge translation, including continuing professional development, quality improvement, organizational learning, and knowledge management.

Objectives:

Upon successful completion of the course, students should be able to

  1. explain and compare various theories and conceptual frameworks related to knowledge translation/transfer/exchange
  2. understand the linkages between knowledge translation and other related topics such as information behaviour, quality improvement, and organizational learning
  3. critically analyze assumptions underlying the approaches taken in research related to knowledge translation/transfer/exchange

HAD7001H-F Tools for Implementation of Best Evidence

This course will provide learners with a comprehensive working knowledge of implementation science. Also known as knowledge translation, this subject focuses on the use of tools and strategies to enhance research utilization by clinicians, managers and policy-makers through understanding of the complex factors that can influence health professional practice and outcomes. This knowledge is relevant to guideline implementers, continuing education planners, practicing clinicians, health care managers, and health services researchers. The course will review how educational, social, organizational, incentive and embedded approaches and interventions can be applied to close the gap between best evidence and practice.

Objectives:

At the completion of this course, participants will be able to:

  1. Explain the meaning of implementation science/knowledge translation
  2. Identify and explain varioius theories underlying implementation science/knowledge translation
  3. Describe the influence of multiple factors on the utilizatio nof knowledge, practice and technology
  4. Discuss the applicability of various knowledge translation strategies
  5. Design a quality improvement program or research study involving a knowledge translation approach or intervention

JNH5003H Home and Community Care Knowledge Translation

This course is designed to expose trainees to knowledge translation issues in the area of home and community care. Participants produce a quarterly digest for decisions makers involved in planning health service provision in the community. Participants select policy and program relevant research and translate it into an accessible format for decision makers. The course is designed to teach academic trainees how to disseminate research findings to a broad audience of policy decision makers. Over 70 international and Canadian journals from several disciplines are reviewed.

Objectives:

To provide participants with critical appraisal and knowledge translation skills in the area of home and community care.

NUR1026H Evaluating Interventions in Clinical Settings

Evaluating Interventions in Clinical Settings is a methodological course designed for graduate students interested in evaluating the effectiveness of interventions. Examine, compare, and contrast the reality of everyday practice and the assumptions underlying the traditional experimental approach for conducting intervention evaluation research (i.e. randomized controlled trial, RCT). Explore alternative approaches and methods for evaluating the effectiveness of interventions, including the theory-driven approach. The theory-driven approach has been recently suggested as an alternative for real world research.

NUR1028H Introduction to Qualitative Research: Methodologies, Appraisal and Knowledge Translation

Qualitative inquiry is increasingly prevalent in health research. This introduction to qualitative methodologies will acquaint students with the diversity, creativity and potential contributions of these approaches. The course will address the philosophical foundations of qualitative methodologies and will equip students to read and appraise research originating from various traditions of qualitative inquiry.

McMaster University

HRM 721 Fundamentals of Health Research & Evaluation Methods

This is a research methods course with one unit on KT. The major components of research activities are covered, including concept of health, formulation of research questions, literature reviews, study designs, selection of study populations, choice of measuring instruments, and study interpretation issues such as determination of causality and the effectiveness of clinical and community interventions.

HRM 725 Knowledge Exchange and Translation (KET)

This modular course will present students with an introduction to basic principles, conceptual frameworks, research design, and interventions used in knowledge exchange and translation. Faculty with specific expertise in knowledge exchange and translation for different target audiences (patients/public, policy makers, clinicians) will facilitate modules that address theoretical and practical issues around using developed knowledge to improve health or health care systems. Students will present their research protocol or KET project in the final module.

HRM *773 Systematic Review Methods (Online)

This online course about research synthesis focuses on comparisons between alternative interventions. Rigorous review methods will be highlighted, such as searching for potentially relevant articles, selecting primary articles using explicit, reproducible criteria, appraisal of study architecture, quantitative data synthesis and interpretation. Students enrolling in the course must first identify a suitable research question and identify a partner for their systematic review. The course is structured around the steps of executing a systematic review and students will apply the knowledge they gain on an ongoing basis to complete their review by the end of the course.

Nur 712 Evidence-Based Health Care

The EBHC course is designed to help students develop an attitude of inquiry about their own practice or work environment which will lead them to examine the health care literature for possible answers. The course will teach students to critically appraise the health care literature to decide whether the study findings should guide changes in practice/management/policy. The students will learn strategies to implement and evaluate the recommended changes and teach literature searching and critical appraisal skills to students and practitioners. This course will provide the students with the skills to improve health care practice through the use of best research evidence.

Workshops:

Evidence-based Clinical Practice (EBCP) Workshop

http://ebm.mcmaster.ca/

The EBCP Workshop is a week-long course, primarily for physicians, that focuses on the principles of critical appraisal and how to teach EBCP.

Evidence-Informed Decision Making (EIDM) Workshop

http://ccebn.mcmaster.ca

The EIDM workshop:

  • Has the objectives of advancing participants' skills in critical appraisal of research literature and enabling them to teach EIDM;
  • Offers different tutorial groups based on participants' needs, including tutorials focusing on: Advanced Practice Nursing, Nursing Faculty, General Nursing, Gerontology, Oncology, Public Health, and Library Services;
  • Has teaching groups that will emphasize either teaching EIDM or critical appraisal, as dictated by participants needs;
  • Substantive workshop materials are available to participants, including literature on teaching, the small group format, and a set of clinical problems.

University of Western Ontario

E9531b - Methods and Issues in Program and Policy Evaluation in Health and Human Services

The purpose of this course is to familiarize students with the major issues in the fields of health and human services program and policy evaluation. Students will develop an understanding of the theoretical frameworks used for evaluative research, validity issues in evaluative research, and the multi-methods, theory-driven approach to evaluation. Students will also develop an understanding of the relative value of different designs that can be applied to evaluation research. Students will have the opportunity to develop their theoretical, methodological, and interpretive skills through various examples and applications and through the development of a proposal on an evaluation question of interest to them.

Half course; one term.

E9563b - Health Services Research Methods

A seminar course for health care professionals that builds upon topics covered in E9562a. The course focuses on health services research, and includes topics such as access, cost, and quality issues facing health care systems, etc.

Prerequisite: Epidemiology 9562a.

Half course; one term.

N9694 Systematic Reviews of Health Care Interventions

This course will provide students the opportunity to learn how to appropriately critique research studies and to conduct systematic reviews of the research evidence related to the effectiveness of health care interventions.

Philosophy 9699: The Ethics and Epistemology of Clinical Trials

Clinical trials represent the most important methodological advance in medical science in the last century. They are the cornerstone in the generation of evidence supporting the safety and efficacy of novel medical treatments. Despite their importance in contemporary science, ethical and epistemic aspects of clinical trials are little explored by philosophers. This course will provide the student with a basic introduction to the methodology of clinical trials and will focus on examples drawn from tuberculosis research. The course will survey ethical and epistemic aspects of randomization, basic study design (study question), study population, data analysis, data monitoring, and cluster randomized designs. The discussion in each area will aim to provide enough technical background to formulate clearly the philosophical issues. Students will not be expected to have a background in clinical trials, but some knowledge of basic statistics will be an asset.

University of Alberta

HPS 501: Social & Behavioural Foundations in Promoting Health

Course Description

A variety of conceptualizations of health and well-being will be reviewed in relation to individuals, interpersonal relations, families, small groups, organizations, demographics, economics and public policies. There will be a particular emphasis on importance of determinants of health and health promotion strategies.

Course Objectives

Upon completion of this course, you should be familiar with the factors that have influenced the development of health promotion concepts and activities in Canada, and the major issues that must be addressed by leaders in the future. You should also understand interpersonal processes and skills that contribute to wise, effective and ethical action with others in health promotion teams. Specific objectives are as follows:

  1. Critically examine the literature relating to determinants of health, population health and ecological approaches to health promotion.
  2. Examine and compare definitions/concepts of health and health promotion.
  3. Examine the development of health promotion in Canada within historical, political, ideological, economic and cultural contexts.
  4. Understand determinants of health and their potential impact on the health of individuals and populations.
  5. Identify and examine the roles of individuals, small groups, institutions/organizations, communities and public policy in promoting health.
  6. Identify the factors that contribute to effective collaboration (interdisciplinary and intersectoral) in health promotion.
  7. Enhance learning skills, critical thinking and problem solving.
  8. Develop a systematic approach to creating effective documents.

HPS 503: Introduction to Health Promotion Research

Course Description

This course presents an overview of research methods and techniques used in Health Promotion. Approaches based on written texts (qualitative methods) and on numbers (quantitative methods) will be presented. Emphasis is placed throughout the course on developing a practical understanding of why, when, and how to use research methods, and how to become an informed reader of scientific research articles and reports.

Course Objectives

Health Promotion professionals must be able to do more than provide programming, interventions, and advocacy. The Health Promotion field is coming under increasing scrutiny to demonstrate that these activities produce intended health benefits and to define itself as a unique interdisciplinary area of study. Consequently, leaders in Health Promotion must possess is the ability to understand and conduct research in order to evaluate claims made on behalf of their field. After completing the course, students will have a broad understanding of the role of the role of research in Health Promotion initiatives and will have acquired specific skills with which to conduct their own research projects. Students will also be in a better position to determine what research methods and research skills they need in further education.

HPS 504: Health Promotion Planning and Evaluation

Course Description

This course is designed to provide students with knowledge and skills in health program planning and evaluation. The course builds on prerequisites HPS 501 and HPS 503. The course will address the following topics:

  1. context of program planning and evaluation (includes ethics, politics, roles, stakeholder involvement)
  2. community assessment for program planning
  3. program planning processes
  4. developing program theory and evaluation focus
  5. evaluating program implementation and process
  6. evaluating program outcomes
  7. communicating and using lessons learned from evaluation

Course Objectives

Upon completion of this course, students should be able to:

  1. Discuss the contextual factors that facilitate or create barriers to program planning and evaluation, and ways to address them.
  2. Discuss strategies for assessing community needs and strengths, and how to translate this knowledge into program planning.
  3. Develop a framework to describe program theory and to assess evaluability.
  4. Develop strategies to document and assess program processes.
  5. Develop outcomes and corresponding indicators.
  6. Suggest methods to measure or document progress toward achieving program processes, outputs and outcomes.
  7. Suggest strategies for communicating evaluation findings and promoting their use.

HPS 510: Health Promotion with Communities

Course Description

This course is designed to help you build your capacity for community-level health promotion practice.

Health Promotion with Communities is focused on those aspects of health promotion that involve people taking collective action to influence change on issues of importance to them. The issues may range from specific health and social interests to the broader scope of 'community-building' as an entry point. The action will entail comprehensive approaches to promoting health, framed by "empowering education for social change," creating supportive environments, strengthening community action and advocating for healthy policies. The value of democratic approaches to decision-making is an underlying premise.

During this course, you will have the opportunity to:

  1. explore the questions and challenges that surface when applying principles, concepts and theories of health promotion and related fields to community-level practice.
  2. expand your repertoire and understanding of methods and approaches for health promotion with communities.

Course Objectives

Upon completion of this course, you should be able to:

  1. articulate the meanings and significance of community as a context for health promotion.
  2. understand and analyze key concepts and components of community development.
  3. understand and critique participatory planning/evaluation processes, in particular, identifying/naming and analyzing issues, determining action with communities and defining outcomes and indicators for evaluation.
  4. understand and critique selected approaches to taking action with communities, i.e. empowerment education and community-based research, mobilizing participation, building intersectoral partnerships and coalitions, influencing policy and social marketing.
  5. integrate concepts and theories from health promotion as they apply to community-level health promotion.
  6. analyze an issue in the context of a community.
  7. develop a letter of intent, with a program logic model, for a funding proposal that demonstrates your understanding of how to apply the concepts, theories and approaches to health promotion with communities.

INT D 690: Topics in Knowledge Utilization

This course examines the scientific, theoretical, and historical underpinnings of the field of knowledge utilization. Attention is given to contemporary manifestations in Canadian society such as evidence based decision-making, and in Health Care such as evidence based medicine, and evidence-based practice. Particular attention will be given to the challenges facing knowledge use in complex organizations. There will be a focus on the central conceptual and methodological challenges facing investigators undertaking knowledge utilization research.

This course is open to graduate students from a variety of disciplines with consent of the instructor. The course is well suited to students in the health and social science disciplines. Students should have background such as (i) a graduate course in discipline specific theory development or equivalent, (ii) a graduate course in research methods, (iii) a graduate course in policy analysis and/or organizational change. It is normally offered in winter term in weekly seminar format. Students in the Centre for Knowledge Transfer have first designation for seats in this course.

PHS 692: Systematic Reviews

The objective of this course is to provide students with the background knowledge and methodological skills to be discriminating and informed users of systematic reviews. Topics include developing a research question, literature searching, reference management, selection of studies, quality assessment, evidence synthesis (some statistical knowledge required), heterogeneity, and interpretation of the evidence. Students are expected to develop their own question and conduct a systematic review over the course of the term.

University of Calgary

MDSC 645.18 Foundations in Health Services Research

Description: Health services research is a field of scientific investigation that studies how various factors affect access to health care, the quality and cost of health care, and ultimately our health and well-being. This foundation course will introduce students to the fundamental concepts of health services research including topics related to health systems and methods in health services research, as well as evaluation of health systems performance, with emphasis on knowledge translation and health policy creation and analysis.

Prerequisite: Consent of Instructor

MDSC 651.01: Health Promotion Planning

(Former title: "Planning for Health Promotion")

Description: Understanding and application of the literature and models. An emphasis on development of health promotion programs.

Prerequisite or Corequisite: MDSC 645.02 or Consent of Instructor.

MDSC 651.02: Health Promotion with Women

Description: Covers theories of population health promotion as they apply to women, and substantive health issues they face as a population (e.g., violence, mental health). (Distance Learning course)

Prerequisite: Consent of Instructor.

MDSC 651.03: Community Interventions: Theory, Research and Practice

Description: This course provides an overview of various theories and methods used to design and test the effectiveness of health promotion interventions directed at whole communities.

Prerequisite: Knowledge of basic statistics and research methods. Consent of Instructor

MDSC 657.02: e-Health Sustainability: From Business Case to Policy Development

Description: This web-based course focuses on the issue of e-health sustainability, and how e-health applications can be planned in a manner that encourages their ultimate integration and routine use.

Prerequisite: MDSC 647.01 or consent of Instructor.

MDSC 711: Systematic Reviews and Meta-analysis

Description: This course exposes students to all steps involved in the conduct of a systematic review and meta-analysis.