Using digital platforms in schools for prevention and health promotion : a scoping review

Objective: Digital platforms for prevention and health promotion (PHP) are now, more than ever, available for use by school professionals, including teachers. However, little is known about what motivates them to use such platforms. A scoping review (ScR) was conducted to identify conditions that promote use by school professionals, including teachers, of PHP digital platforms at schools. Methods: For our ScR, we accessed ERIC, Sociological Abstracts, MEDLINE, PubMed, and Web of Science databases (period 2000-2018) in 3 sectors: education, health, online technologies. For each study, we prepared and validated a summary sheet. Contents dealing with conditions for use were subjected to open coding, grouped into categories, and synthesized. Results: Of the 3639 articles captured, 17 studies were selected. Five conditions emerged: (1) ensuring that the digital platform becomes a reference for PHP activity in schools; (2) that the resources needed for its uptake are mobilized; (3) that it is user-friendly; (4) that the digital platform engages the participation of everyone involved; and (5) that it is linked to existing programs in the school. Conclusion: These results can guide the activities deployed in schools for optimal implementation of PHP programs from digital platforms

Évaluation de stratégies de transfert de connaissances mises en œuvre dans le cadre du programme Équité-Santé au Burkina Faso

L’utilisation des connaissances issues de la recherche (CIR) est primordiale pour informer les politiques, les interventions et les pratiques en santé, spécialement dans les pays à faible revenu où les indicateurs de santé des populations sont toujours inquiétants. Toutefois, encore peu d’études ont été réalisées pour mieux comprendre comment favoriser le transfert et l’utilisation de ces connaissances, spécialement en Afrique de l’Ouest. La présente thèse vise donc à faire avancer les connaissances en évaluant différentes stratégies de transfert de connaissances (TC) en santé publique mises en œuvre au Burkina Faso dans le cadre du programme de recherche Équité-Santé (2012-2017). Ces stratégies de TC visaient à créer des opportunités d’échanges entre les chercheurs et les utilisateurs potentiels des CIR et ainsi, réduire l’écart entre les connaissances issues de la recherche en santé et leur utilisation. Trois stratégies de TC distinctes ont été étudiées soit 1) un atelier de dissémination de la recherche, 2) un atelier incluant un processus délibératif et 3) une stratégie de courtage de connaissances. Elles ont impliqué une diversité d’acteurs tels que des chercheurs, des décideurs, des professionnels de santé et des représentants d’organisations non-gouvernementales et de la société civile. Une évaluation de la mise en œuvre et des effets a été réalisée pour les deux ateliers et une évaluation des processus de mise en œuvre a été conduite pour la stratégie de courtage de connaissances, étant donné l’arrêt de l’initiative plus tôt que prévu. Les activités d’évaluation ont mobilisé des approches méthodologiques complémentaires et divers outils pour collecter les données (entretiens qualitatifs, questionnaires d’évaluation et observations sur le terrain). Les résultats montrent que les stratégies de TC ont été appréciées par les acteurs car elles ont permis l’apprentissage de nouvelles connaissances et ont représenté une opportunité importante de réseautage afin d’apprendre les uns des autres. Cependant, ces différentes expériences ont mis en lumière plusieurs enjeux tels que le pouvoir décisionnel des acteurs parfois limité, la présence déficiente des décideurs politiques aux activités ainsi que les ressources et incitatifs organisationnels souvent restreints. La présence d’un leadership fort pour assurer une mise en œuvre efficace, le renforcement des relations de partenariat, le développement des compétences en communication et la possibilité d’offrir un accompagnement à long terme aux acteurs représentent également des défis importants pour assurer une mise en œuvre efficace des activités de transfert de connaissances. Davantage d’études sont nécessaires pour mettre en œuvre des stratégies de TC et évaluer leur efficacité. En se basant sur les résultats de la thèse, certaines recommandations générales peuvent être formulées. Par exemple, il apparait important que les stratégies de TC soient en cohérence avec les besoins et ressources des milieux, qu’elles visent le renforcement des capacités et incluent un processus évaluatif en temps réel afin que les stratégies soient adaptées au contexte. En conclusion, la thèse contribue à l’avancement des connaissances sur le TC en santé mondiale en proposant un modèle conceptuel à expérimenter pour guider le développement et la mise en œuvre des stratégies de TC.The use of research-based evidence (RBE) is essential for informing health policies, programs and practices, especially in low-income countries where population health indicators are still alarming. However, there are still few studies to understand how to improve knowledge translation (KT) processes and research utilisation, especially in West Africa. Thus, this thesis aims to advance the body of knowledge by evaluating different KT strategies in public health implemented in Burkina Faso as part of a research program Équité-Santé (2012-2017). These KT strategies were intended to create exchange opportunities between researchers and potential RBE users and thus reduce the gap between health research knowledge and its use. Three different KT strategies were studied: 1) a research dissemination workshop, 2) a deliberative workshop and 3) a knowledge brokering strategy. They involved a diversity of health system actors such as researchers, policymakers, health professionals and representatives of non-governmental organizations and civil society. An evaluation of the implementation and effects was conducted for both workshops and only an evaluation of the implementation process was conducted for the knowledge brokering strategy, because the initiative came to an early end. Complementary methodological approaches were mobilized during evaluation and different data collection tools were used (qualitative interviews, evaluation questionnaires and field observations). The evaluation results show that stakeholders have appreciated the KT strategies because they learned new knowledge and had a networking opportunity to learn from each other. However, these experiences have brought to light several issues such as the actors’ limited decision-making authority, weak engagement of political actors as well as scarce resources and organizational incentives. The presence of a strong leadership during implementation, partnership synergy, continuous communication skills’ development and long-term support to stakeholder also represent important challenges to assure an effective implementation of KT strategies. More studies are needed to implement KT strategies and evaluate their effectiveness. Based on the results, some general recommendations can be made. For example, it appears important that KT strategies are in line with stakeholders’ needs and resources, facilitate capacity building and include a real-time evaluative process to enable KT strategies to be constantly adapted to the implementation context. In conclusion, the thesis contributes to the advancement of knowledge about KT in global health by proposing a conceptual model to be considered and experimented during KT development and implementation

A deliberative dialogue as a knowledge translation strategy on road traffic injuries in Burkina Faso: a mixed-method evaluation

Abstract Introduction Deliberative dialogues are increasingly being used, particularly on the African continent. They are a promising interactive knowledge translation strategy that brings together and leverages the knowledge of diverse stakeholders important to the resolution of a societal issue. Following a research project carried out in Burkina Faso on road traffic injuries, a 1-day workshop in the form of a deliberative dialogue was organised in November 2015. The workshop brought together actors involved in road safety, such as researchers, police and fire brigades, health professionals, non-governmental and civil society organisations, and representatives of government structures. The objective was to present the research results, propose recommendations to improve the situation and develop a collective action plan. Method To better understand the workshop’s utility and effects, a mixed-method evaluation was conducted. Data were obtained from two questionnaires distributed at the end of the workshop (n = 37) and 14 qualitative interviews with participants 6–10 weeks after the workshop. Descriptive statistics were used to analyse the quantitative data, and a thematic analysis was conducted for the qualitative data. Results The data revealed several positive impacts of the workshop, such as the acquisition of new knowledge about road safety, the opportunity for participants to learn from each other, the creation of post-workshop collaborations, and individual behaviour changes. However, several challenges were encountered that constrained the potential effects of the workshop, including the limited presence of political actors, the lack of engagement among participants to develop an action plan, and the difficulty in setting up a monitoring committee following the workshop. Conclusion While the deliberative workshop is not the standard format for reporting research results in Burkina Faso, this model should be reproduced in different contexts. This interactive knowledge translation strategy is useful to benefit from the experiential knowledge of the various actors and to encourage their involvement in formulating recommendations

A reflection on the challenge of protecting confidentiality of participants while disseminating research results locally

Abstract Background Researchers studying health systems in low-income countries face a myriad of ethical challenges throughout the entire research process. In this article, we discuss one of the greatest ethical challenges that we encountered during our fieldwork in West Africa: the difficulty of protecting the confidentiality of participants (or groups of participants) while locally disseminating results of health systems research to stakeholders. Methods This reflection is based on experiences of authors involved in conducting evaluative research of interventions aimed at improving health systems in West Africa. Our observation and collaboration with the research projects’ stakeholders informed our analysis. Examples from two research projects illustrate the issues raised. Results We found that in some cases there is a risk that local stakeholders may be able to identify research participants, or at least groups of participants, during the dissemination of results, even if they are anonymized. Four factors can interact and influence this challenge: 1) hierarchical structure, 2) small milieu, 3) immersion in a few sites, and 4) vested interests of decision-makers. For example, local stakeholders can sometimes find out when and where the data were collected. Moreover, health systems, especially rural healthcare centres, in West African countries can be small settings, so people often know each other. Some types of participants have unique characteristics or positions in the health system that may make them more easily identifiable by local stakeholders familiar with the environment. We identified a number of potential strategies that can help researchers minimize this difficulty and improve ethical research practices. These strategies pertain to the development of the study design, the process of obtaining informed consent, the dissemination of results, and the researchers’ reflexivity. Conclusion Researchers must develop and adopt strategies that enable them to respect their promise of confidentiality while effectively disseminating sometimes sensitive results. Reflections surrounding ethical issues in global health research should be deepened to better address how to manage competing ethical responsibilities while promoting valuable research uptake

Video as a public health knowledge transfer tool in Burkina Faso: A mixed evaluation comparing three narrative genres

International audienceBackground: The dengue virus is endemic in many low- and middle-income countries. In Burkina Faso, the proportion of fevers that could be due to dengue is growing. In 2013, a dengue epidemic spread there, followed by other seasonal outbreaks. Dengue is often confused with malaria, and health workers are not trained to distinguish between them. Three training videos using different narrative genres were tested with nursing students from two institutions in Ouagadougou: journalistic, dramatic and animated video. The study aimed to determine if video is an effective knowledge transfer tool, if narrative genre plays a role in knowledge acquisition, and which narrative elements are the most appreciated.Methodology: A mixed method research design was used. The relative effectiveness of the videos was verified through a quasi-experimental quantitative component with a comparison group and post-test measurements. A qualitative component identified participants' perceptions regarding the three videos. Data were drawn from a knowledge test (n = 482), three focus groups with health professionals' students (n = 46), and individual interviews with health professionals (n = 10). Descriptive statistics and single-factor variance analysis were produced. A thematic analysis was used to analyse qualitative data.Principal findings: Results showed that all three videos led to significant rates of knowledge improvement when compared with the comparison group (p <0.05): 12.31% for the journalistic video, 20.58% for the dramatic video, and 18.91% for the animated video. The dramatic and animated videos produced a significantly higher increase in knowledge than did the journalistic video (with respectively 8.27% (p = 0.003) and 6.59% (p = 0.029) and can be considered equivalent with a difference of 1.68% (p = 0.895). Thematic analysis also revealed that these two videos were considered to be better knowledge transfer tools. Four key aspects are important to consider for a video to be effective: 1) transmitting information in a narrative form, 2) choosing good communicators, 3) creating a visual instrument that reinforces the message and 4) adapting the message to the local context.Conclusions: Video has proven to be an effective and appreciated knowledge transfer and training tool for health professionals, but the narrative genre of the videos can influence knowledge acquisition. The production of other videos should be considered for training or updating health professionals and their narrative genre taken into consideration. The actual context of constant circulation of new diseases, such as COVID-19, reaffirms the need to train health professionals

Use of infographics as a health-related knowledge translation tool: protocol for a scoping review

Introduction Efforts to bridge the know–do gap have paved the way for development of the field of knowledge translation (KT). KT aims to understand how evidence use can best be promoted and supported through different activities. For dissemination activities, infographics are gaining in popularity as a promising KT tool to reach multiple health research users (eg, health practitioners, patients and families, decision-makers). However, to our knowledge, no study has yet mapped the available evidence on this tool using a systematic method. This scoping review will explore the depth and breadth of evidence on infographics use and its effectiveness in improving research uptake (eg, raising awareness, influencing attitudes, increasing knowledge, informing practice and changing behaviour).Methods and analysis We will use the scoping review methodological framework first proposed by Arksey and O’Malley (2005), improved by Levac et al, and further refined by the Joanna Briggs Institute (2020). The search will be conducted in MEDLINE, Cumulative Index to Nursing and Allied Health Literature, PsycINFO, Social Science Abstracts, Library and Information Science Abstracts, Education Resources Information Center, Cairn and Google Scholar. We will also search for relevant literature from the reference lists of the included publications. Two independent reviewers will select the studies. All study designs will be eligible for inclusion, with no date or publication status restrictions. The included studies will have evaluated infographics that disseminate health research evidence and target a non-scientific audience. A data extraction form will be developed and used to extract and chart the data, which will then be synthesised to present a descriptive summary of the results.Ethics and dissemination Ethics approval is not required. To inform the research and KT communities, various dissemination activities will be developed, including user-friendly KT tools (eg, webinars, fact sheets and infographics), open-access publication and presentations at KT events and conferences

Research dissemination workshops: observations and implications based on an experience in Burkina Faso

Abstract Background In Burkina Faso, malaria remains the primary cause of healthcare use, morbidity and child mortality. Therefore, efforts are needed to support the knowledge transfer and application of the results of numerous studies to better formulate and implement programs in the fight against the malaria pandemic. To this end, a 2-day dissemination workshop was held to share the most recent results produced by a multidisciplinary research team. The objective of the present study was to evaluate the workshop and the policy briefs distributed there, the effects these produced on research results use and the processes that facilitated, or not, the application of the knowledge transmitted. Methods A mixed-methods design was used. The data were drawn from a quantitative evaluation questionnaire completed after the workshop (n = 25/31) and qualitative interviews conducted with the researchers and various actors who attended the workshop (n = 11) and with participants in working groups (n = 40) that later analysed the policy briefs distributed at the workshop. Results The participants recognised the quality of the research results presented, but felt that more needed to be done to adapt the researchers’ language and improve the functioning of the workshop. The potential effects of the workshop were rather limited. Effects were mainly at two levels: individual (e.g. acquisition of new knowledge, personal awareness raising) and local (e.g. change of practice in a local non-governmental organisation). Most participants perceived the utility of the research results, but several reported that their narrow decisional power limited their ability to apply this knowledge. Conclusions This study showed the importance of workshops to inform key actors of research results and the need to undertake several different activities to increase the chances that the knowledge will be applied. Several recommendations are proposed to improve knowledge translation approaches in the West African context, including organising working and discussion groups, developing an action plan at the end of the workshop and offering support to participants after the workshop, among others

A health knowledge brokering intervention in a district of Burkina Faso: A qualitative retrospective implementation analysis.

BackgroundA knowledge brokering (KB) intervention was implemented in Burkina Faso. By creating partnerships with health system actors in one district, the broker was expected to assess their knowledge needs, survey the literature to provide the most recent research evidence, produce various knowledge translation tools, and support them in using research to improve their actions. The purpose of this study was to analyze the key factors that influenced the KB project and to make recommendations for future initiatives.MethodsThe qualitative design involved a single case study in which the KB intervention implementation was evaluated retrospectively. Data came from interviews with the intervention team (n = 4) and with various actors involved in the intervention (n = 16). Data from formative evaluations conducted during the KB implementation and observation data from a two-month field mission were also used. Two conceptual frameworks were combined to guide the analysis: the Consolidated Framework for Implementation Research (Damschroder et al., 2009) and the Ecological Framework (Durlak & DuPre, 2008).ResultsVarious KB activities were conducted during the first two years of implementation at the local level. The project came to an early end following vain efforts to relocate the intervention at the central level in order to further influence the policy process. Certain shortcomings in the implementation team negatively influenced the implementation: inadequate leadership, no shared vision regarding the reorientation of the intervention, challenges related to the KB role, and lack of frank communications internally. Other impediments to the intervention's deployment included local actors' lack of decision-making authority, the unavailability of resources and of organizational incentives for involvement in the KB intervention, and contextual challenges in accessing the central level. However, the KB strategy presented several strengths: collaborative development, support provided to local partners by the broker, and training opportunities and support provided to the broker.ConclusionsMore attention must be paid to intervention planning, partners' engagement, human, financial and technical resources availability, continuous development of skills and of communications within the KB team, and periodic assessment of potential obstacles related to the complexity of the system within which the intervention has been implemented. Using implementation science frameworks when developing KB strategies in the West African context should be promoted

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

Collaborative research and knowledge translation on road crashes in Burkina Faso: the police perspective 18 months on

International audienceIn this commentary, we present a follow-up of two articles published in 2017 and 2018 about road traffic crashes, which is an important public health issue in Africa and Burkina Faso. The first article reported on a research project, conducted in partnership with local actors involved in road safety, carried out in Ouagadougou in 2015. Its aim was to test the effectiveness, acceptability, and capacity of a surveillance system to assess the number of road traffic crashes and their consequences on the health of crash victims. Several knowledge translation activities were carried out to maximize its impact and were reported in the 2018 article published in HRPS: monthly reports presenting the research data, large-format printed maps distributed to the city’s police stations, and a deliberative workshop held at the end of the research project. The present commentary presents our efforts to deepen our understanding of the impacts of the knowledge translation strategy, based on follow-up interviews, 18 months after the workshop, with the heads of the road traffic crash units in Ouagadougou police stations ( n = 5). Several benefits were reported by respondents. Their involvement in the process prompted them to broaden their knowledge of other ways of dealing with the issue of road crashes. This led them, sometimes with their colleagues, to intervene differently: more rapid response at collision sites, increased surveillance of dangerous intersections, user awareness-raising on the importance of the highway code, etc. However, sustaining these actions over the longer term has proven difficult. Several lessons were derived from this experience, regarding the importance of producing useful and locally applicable research data, of ensuring the acceptability of the technologies used for data collection, of using collaborative approaches in research and knowledge translation, of ensuring the visibility of actions undertaken by actors in the field, and of involving decision-makers in the research process to maximize its impacts