Training Needs
Overall need for Knowledge Exchange capacity and for programs that bring researchers and decision makers together (e.g. core part of programs for both decision makers and researchers; community/research partnerships)
Researchers
*Generally, more finance and training is needed (capacity building; career path funding)*
- Need specialized researchers (e.g. primary care; aboriginal; mental health; voluntary sector
- Need researchers with policy analysis, change management, financial and economic skills
- Create programs for identification of best practices
- Teach researchers to work with databases and train programmers and statisticians for complex databases and 'real world' statistics
- Teach how to balance long-term and short-term research within single projects and/or programs (e.g. phase-in strategies)
- Need qualitative research expertise and integration of methods from other disciplines
- Improve prestige of research (e.g. use marketing of potential careers paths to attract students)
- Need for more institutional flexibility (facilitate student movement) and commitment to tenured researchers
*Must however keep in mind that there is a limit to what you can compress into a program*
Users of research
Teach them to:
- Access research (how and where)
- Understand research; use the information; distinguish good from bad research (internships at mid-career, etc).
- Initiate and maintain ongoing relationships with researchers (need to expect to have to maintain relationship over time)
Non-research organizations
Teach them how to:
- Determine whether or not they should participate in research
- Participate in research
- Develop research infrastructures
Consultation Firms
- Need to train researchers to forge links with consultants
- Train consultants to be sensitive to the research culture and to use the research
Decision Maker and Provider Training Non-related to Research
- Train decision makers for change management, innovation and leadership skills
- Create formal career renewal programs for people already in the system (continuity of professional development)
- Train providers to be sensitive to issues of policy (and research) and to adapt to change
- Train providers to reflect new models of care and work environments (e.g. interdisciplinary)