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Students mustStudent must submit this questionnaire to complete it
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Students mustViewReceive a grade
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This Knowledge Translation course provides fundamental concepts and theories of knowledge translation (through online didactics) and skills in knowledge translation approaches and tools (with globally-available peers and mentors). Knowledge translation(KT) refers to the activities needed to take the knowledge obtained in research to the people that can put it in practical use; it is a complex concept that will be addressed in module one. All parts of this training are free, including registration, learning, testing, and a certificate of completion. This course is intended for physicians, nurses, and allied health professionals in training and in practice.
Special thanks to the Canadian Coalition for Global Health Research, developers of the KT Curriculum1 upon which this course was built. The fair use and copyright for the KT Curriculum from CCGHR can be found below.
This Knowledge Translation course was developed in partnership with the Association for Prevention Teaching and Research, the Marine Environmental Observation Prediction and Response Network, and the U.S. Centers for Disease Control and Prevention (CDC). Like all NextGenU.org courses, it is competency-based, using CEPH competencies. This course uses resources from world-class academic and governmental organizations such as the Center for Community Health and Development at the University of Kansas, the U.S. National Institutes of Health, the U.S. National Library of Medicine, and the World Health Organization. The course was compiled by Joanne Krupa, Ph.D. and course objectives adapted from the CCGHR KT Curriculum1.
This Knowledge Translation course provides fundamental concepts and theories of knowledge translation (through online didactics) and skills in knowledge translation approaches and tools (with globally-available peers and mentors). All parts of this training are free, including registration, learning, testing, and a certificate of completion. This course is intended for physicians, nurses, and allied health professionals in training and in practice.There are 7 modules to complete which provide:
- Theoretical concepts and foundations of knowledge translation;
- A summary of evidence and provide an understanding of issue polarization and of the barriers and facilitators to evidence-based policy;
- A description of traditional research and policy-making processes and how knowledge translation can potentially alter them;
- An introduction to knowledge approaches and tools, such as Stakeholder Analysis, Political Context Analysis, and Priority Analysis.
Approximate time for completion of this course is 37 hours at an average reading rate of 144 words/minute.
The course requires completion of all required peer activities and a discussion forum. At the end of each lesson, there is a practice quiz. At the end of the course, after you’ve completed each lesson, quiz, and activity, you’ll have access to a final exam, and a chance to assess the training. Once you’ve passed that last test, you will be able to download a certificate of completion from NextGenU.org and our course’s co-sponsoring organizations (listed above). We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes, and we are also happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request. We hope that you will find this a rewarding learning experience, and we count on your feedback to help us improve this training for future students.
Engaging with this Course:
You may browse this course for free to learn for your personal enrichment; there are no requirements.
To PASS and obtain a certificate:
- Show in the registration fields that you have the appropriate prerequisites to be certified. This course requires the learner to have already obtained a college-level degree.
- Take the brief pre-test.
- Complete all the reading requirements.
- Complete all quizzes and pass with a 80% with unlimited attempts.
- Complete 2 peer activity and associated certification quizzes.
- Successfully complete the final exam with a minimum of 80% and a maximum of 3 attempts.
- Complete the self and course evaluation forms.
To obtain credit:
- Complete all requirements listed above for the certificate.
- Your learning institution or workplace should approve the partner-university-sponsored NextGenU.org course for educational credit, as they would for their learner taking a course anywhere.
- NextGenU.org is happy to provide your institution with:
- a link to and description of the course training, so they can see all its components, including the cosponsoring universities and other professional organization cosponsors;
- your grade on the final exam;
- your work products (e.g. peer and mentored activities), and any other required or optional shared materials that you produce and authorize to share with them;
- your evaluations -- course, self, and peer assessments;
- a copy of your certificate of completion, with the co-sponsoring universities and other organizations listed.
To obtain a degree, NextGenU.org co-sponsors degree programs with institutional partners. To obtain a degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org contact us.
We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.
Next Steps
- Complete the registration form.
- Take the short knowledge pre-test below. It allows us to assess various aspects of the course itself.
- Begin the course with Module 1: Knowledge Translation - The Basics. In each lesson, read the description, complete all required readings and any required activity, and take the corresponding quizzes.
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1Campbell S. Knowledge Translation Curriculum. Canadian Coalition for Global Health Research: Ottawa. 2012.Fair Use and Copyright The Canadian Coalition for Global Health Research (CCGHR) holds the copyright to its publications but encourages duplication and dissemination of these materials for non-commercial purposes. Proper citation is requested; modification of these materials is permitted. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee and without a formal request provided that copies are not made or distributed for profit or commercial purposes and that copies bear this notice and full citation on the first page. Copyright for components of publications that are not owned by the CCGHR must be honored and permission pursued with the owner of the information. The CCGHR is interested in tracking the use and effectiveness of its published information, and receiving feedback from readers in order to improve this Curriculum.
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Competencies covered in this module:
- Understand the theoretical concepts and underpinnings of knowledge translation (KT)
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Students mustMark as done
This module will outline the theoretical concepts and underpinnings of KT and provide an overview of the concept of knowledge and the layers of knowledge. The module will introduce the types, definitions, and frameworks most commonly found in the study and practice of KT. This module provides the foundation for the course and encourages students to think critically about the definitions and frameworks of knowledge and KT in research and practice. Module 1 consists of 2 lessons, each with resources and quizzes.
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Learning Objectives:
- Understand the complexity of knowledge and its relationship with research and policy.
- Define individual and organizational knowledge; explicit and tacit knowledge; and knowledge networking.
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Required Learning Resources and Activities
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Students mustView
Read the entire article.
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Students mustView
Read the entire article.
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Students mustView
Read section 1.5 titled "Networking and Knowledge Translation" (pages 19-22).
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Quiz: Module 1: Lesson 1:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 10/12
Not available unless: The activity Registration Form is marked complete ...Not available unless:- The activity Registration Form is marked complete
- The activity Pre-Test is marked complete
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Additional Learning Options
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Read the entire article.
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Read the entire article with a focus on knowledge networking.
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Learning Objectives:
- Distinguish between KT for clinical change and KT for social change.
- Summarize and analyze some of the major definitions and frameworks of KT.
- Understand a simplified definition of KT as outlined by the Canadian Coalition for Global Health Research. (CCGHR)
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Required Learning Resources and Activities
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Students mustView
Read the entire article.
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Students mustView
Read the entire article.
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Students mustView
Click on the link to download the PDF version of the publication. Then, read the entire document. This document provides an outline of the major frameworks of KT.
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Students mustView
Read the entire article.
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Students mustView
Read the entire article.
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Asynchronous Learning Activity 1: Case Study Forum
Step 1: Read the fifth case study in the Knowledge to Action: A Knowledge Translation Casebook titled “Bringing Liver Disease Home: NCRTP-HepC”.
Step 2: Reflect on the following questions:
- What are the implications of personal experience and viewpoint for researchers?
- How is knowledge altered as it travels among stakeholders and why does this occur?
- What role does organizational culture play in the movement of knowledge?
- By which means can we increasingly associate the production of knowledge with its management, with its synthesis and brokering, and with its utilization?
- Do you think knowledge translation is a “two-way street”, that is, knowledge changes and in doing so, it changes the way it is applied?
Step 4: Before you submit your work, assess your written summary by considering the following questions:
- Is my summary within the prescribed word count of 500 to 750 words?
- Have I demonstrated clear utilization and comprehension of the required readings in my writing?
- Have I thoroughly addressed all the questions outlined in step two of the assignment?
Step 5: Submit your assignment by clicking “add a new discussion topic” below and completing the fields.
OPTIONAL Step 6: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
Not available unless: The activity Quiz: Module 1: Lesson 1: is complete and passed -
Quiz: Module 1: Lesson 2:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 15/19
Not available unless: The activity Asynchronous Learning Activity 1: Case Study is marked complete -
Additional Learning Options
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Read the entire article.
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Competencies covered in this module:
- Understand how evidence typically interacts with the policy process.
Click here for the brief module introduction
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Students mustMark as done
This module focuses on defining and understanding the types of evidence and hierarchy of evidence within KT and health research and practice. Students will learn how to identify different types of evidence and how to evaluate research within the current research environment. It will also encourage students to develop critical thinking and analysis skills so that they can determine how evidence and policy are linked. Module 2 consists of 2 lessons, each with resources and quizzes.
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Learning Objectives:
- Understand context-free evidence, context-sensitive evidence, and colloquial evidence.
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Required Learning Resources and Activities
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Students mustView
Read the entire article.
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Quiz: Module 2: Lesson 1:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 2/3
Not available unless: The activity Quiz: Module 1: Lesson 2: is complete and passed
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Learning Objectives:
- Analyze the role each type of evidence might play in policy formulation.
- Understand how to classify research evidence, in terms of its strength and validity.
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Required Learning Resources and Activities
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Students mustView
Read the entire web page.
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Quiz: Module 2: Lesson 2:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 2/3
Not available unless: The activity Quiz: Module 2: Lesson 1: is complete and passed -
Additional Learning Options
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Read the entire article.
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Read the entire article.
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Read the entire article.
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Read the entire article.
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Competencies covered in this module:
- Understand how researchers and policy-makers interact, and how and where the research and policy processes overlap.
- Understand the nature of the knowledge of knowledge translation, from individual to institutional, and from explicit to tacit.
Click here for the brief module introduction
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Students mustMark as done
After students have been introduced to the concepts and complexity of knowledge and evidence, Module 3 will provide an overview of the overlaps in the research and policy processes, barriers and facilitators at the interface of research and policy, and how evidence can move to advocacy. In this module, students will begin thinking about how evidence intersects with policy and advocacy and gain greater understanding of the complexity of this relationship. There is also focus on how practitioners can develop strategies to ensure their research is used in developing evidence-based practice and policy. By participating in the discussion forum for this Module, students will gain a better understanding of issue polarization and its effect on the evidence-based policy making process. Module 3 consists of 3 lessons, each with resources and quizzes.
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Learning Objectives:
- Understand the traditional research process and how KT seeks to change it.
- Describe the ways in which ideal research and policy processes might overlap and ultimately create social change within the traditional policy process.
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Required Learning Resources and Activities
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Students mustView
Read the entire article.
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Students mustView
Read the entire article.
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Asynchronous Learning Activity 2: Knowledge translation is where research and policy processes overlap Forum
Step 1: Write a 400-600 word report that answers the following questions:
- What are the principles of knowledge translation (KT)?
- What are the key elements KT strives to address and why is this important?
- What are the weaknesses within the knowledge production process and how does that match your own experience?
- What are the weaknesses in the policy development process?
- How does KT work to address and correct those weaknesses?
- Given the principles of KT, in what ways might this change the resulting research and the developed policies?
Step 2: Before you submit your work, assess your written summary by considering the following questions:
Does my report meet the specified word count of 400 - 600 words?
Have I clearly demonstrated that I have utilized and understood the required readings in the module within my report?
Have I comprehensively addressed all the questions presented in step one of the assignment?
Use your responses to guide any necessary revisions to your report. Refine and adjust your work to improve its coherence and completeness, ensuring that it fulfills each of the requirements laid out for this step of the activity.
Step 3: Submit your assignment by clicking “add a new discussion topic” below and completing the fields.
OPTIONAL Step 4: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
Not available unless: The activity Quiz: Module 2: Lesson 2: is complete and passed -
Quiz: Module 3: Lesson 1:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 4/6
Not available unless: The activity Asynchronous Learning Activity 2: Knowledge translation is ... ...Not available unless: The activity Asynchronous Learning Activity 2: Knowledge translation is where research and policy processes overlap is marked complete -
Additional Learning Options
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Read the entire article.
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Learning Objectives:
- Discuss the major barriers and facilitators standing between evidence and policy.
- Identify how KT practitioners develop strategies based on the facilitators and barriers within particular contexts.
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Required Learning Resources and Activities
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Students mustView
Read the entire article.
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Students mustView
Read the section titled "Barriers and Enablers to Knowledge Translation" (pages 15-17).
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Students mustView
Read the entire article.
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Quiz: Module 3: Lesson 2:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 7/9
Not available unless: The activity Quiz: Module 3: Lesson 1: is complete and passed -
Additional Learning Options
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Learning Objectives:
- Understand the concept of polarization and compare the differences and similarities between the research and political communities.
- Understand that issue polarization is dynamic, often surrounding highly complex or system-level problems.
- Understand that KT consequences can be profound when research evidence differs from prevailing political values.
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Required Learning Resources and Activities
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Students mustView
Read the entire article.
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Students mustView
Read the entire article.
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Students mustView
Read the beginning of the article, the content under the heading "Time for a change", and "Conclusions".
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Students mustView
Read the entire webpage.
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Discussion Question: Facilitators and Polarization Forum
Answer one of the two following questions:
- How can you enhance knowledge translation strategies by understanding the facilitators to evidence-informed policy making and who you should target?
- What type of knowledge translation approach should researchers implement when faced with issue polarization? Why is this the most appropriate approach?
To post your answer, click on the button at the bottom of the screen labeled 'Add a new discussion topic'. Also, comment on at least one other posting made by your peers in a respectful and professional manner. If a peer comments on your posting, please reply back. Click on the particular discussion, then click on ‘reply.'
Not available unless: The activity Quiz: Module 3: Lesson 2: is complete and passed -
Quiz: Module 3: Lesson 3:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 7/9
Not available unless: The activity Discussion Question: Facilitators and Polarization is marked ... ...Not available unless: The activity Discussion Question: Facilitators and Polarization is marked complete -
Quiz 2: Module 3: Lesson 3: SCORM package
To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to respond to the questions.
Not available unless: The activity Quiz: Module 3: Lesson 3: is complete and passed -
Additional Learning Options
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Read the entire report.
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Read the entire article.
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Read Part II (pages 39-83). The rest of the text is optional reading.
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Read the entire article.
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Read the entire webpage.
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Competencies covered in this module:
- Understand the approaches of Knowledge Translation (KT), along with some of the major differences among these.
- Understand practical mechanisms, strategies, and frameworks designed to bring together researchers and research-users in the generation, synthesis, and application of knowledge.
Click here for the brief module introduction
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Students mustMark as done
This module introduces the major approaches in KT practice, including brokering, synthesis and KT platforms. This module uses the theoretical knowledge developed in the earlier modules and focuses on how this can be used by practitioners, researchers, and policy makers. Students will build skills in developing a policy brief, dialogue model, and other end of grant dissemination tools. Module 4 consists of 3 lessons, each with resources and quizzes.
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Learning Objectives:
- Examine the major sets of activities within KT as represented by end-of-grant KT, integrated KT, and KT research.
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Required Learning Resources and Activities
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Students mustView
Read the entire article.
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Students mustView
Read the section titled "Foreward".
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Quiz: Module 4: Lesson 1:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 6/8
Not available unless: The activity Quiz 2: Module 3: Lesson 3: is marked complete -
Additional Learning Options
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Download the PDF version of the brief. Then, read the entire document.
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Read the entire article.
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Learning Objectives:
- Examine the major sets of activities within KT as represented by end-of-grant KT, integrated KT, and KT research.
- Understand that brokering and synthesis are two distinct yet complementary approaches within KT.
- Understand that brokering highlights the human force of KT while synthesis focuses on tailoring and targeting messages, from systematic reviews to policy briefs to press releases.
- Understand that the Knowledge Translation Platform is an emerging type of organization that leads brokering and synthesis activities, usually at a national level.
- Understand that knowledge translation platforms (i) are led by knowledge brokers (ii) produce syntheses, (iii) cultivate relationships, and (iv) strengthen the capacity of the research community and other stakeholders.
- Be aware that a Rapid Response Service is an innovative new service that several Knowledge Translation platforms in Africa now offer.
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Required Learning Resources and Activities
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Students mustView
Read the entire article.
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Students mustView
Read section 1 titled "Background" and section 2 titled "Approaches to knowledge synthesis".
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Students mustView
Read section 3 titled "Synthesis methods".
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Students mustView
Read section 1.3 titled "Evidence Synthesis" (pages 16-18) and section 1.4 titled "Knowledge Brokering" (pages 18-19).
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Students mustView
Read the section titled "Background".
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Students mustView
Read the entire article.
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Students mustView
Read the entire article.
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Students mustView
Read the entire article.
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Asynchronous Learning Activity 3: Policy Brief Forum
Step 1: Review the resource titled “How to write a policy brief”.
Step 2: Choose a health problem that is of interest to you and your community that needs to be addressed and prepare a 750 - 1250 page policy brief.
Step 3: Before you submit your work, assess your written summary by considering the following questions:
- Does my report meet the specified word count of 750 - 1250 words?
- Have I clearly demonstrated that I have utilized and understood the required readings in the module within my report?
- Have I comprehensively addressed all the questions presented in step one of the assignment?
Use your responses to guide any necessary revisions to your report. Refine and adjust your work to improve its coherence and completeness, ensuring that it fulfills each of the requirements laid out for this step of the activity.
Step 4: Submit your assignment by clicking “add a new discussion topic” below and completing the fields.
OPTIONAL Step 5: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
Not available unless: The activity Quiz: Module 4: Lesson 1: is complete and passed -
Quiz: Module 4: Lesson 2:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 19/24
Not available unless: The activity Asynchronous Learning Activity 3: Policy Brief is marked complete -
Additional Learning Options
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Read the entire article.
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Read the entire document.
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Read pages 1 to 29.
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Read the entire article.
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Read section 3 titled "Knowledge Translation Platforms" (pages 35-43) and section 4 titled "Knowledge Translation Platform Case Studies" (pages 44-52).
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Learning Objectives:
- Understand that the policy brief and dialogue model bring together brokering and synthesis in unique ways, marshaling the best-available research evidence to answer pressing policy questions.
- Detail several different and widely used dissemination tools, especially those methods that are most relevant to policy and achieving influence.
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Required Learning Resources and Activities
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Students mustView
Read the entire article.
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Students mustView
Read the entire article.
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Students mustView
Download the PDF version of Module 5. Then, read the entire module.
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Quiz: Module 4: Lesson 3:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 7/9
Not available unless: The activity Quiz: Module 4: Lesson 2: is complete and passed -
Additional Learning Options
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Read the entire policy brief.
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Read the entire article.
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View the SURE guides online by clicking on the appropriate link. Then explore the entire 8 guides.
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Scroll down and read the sections titled "End-of-grant knowledge translation (KT)", "End-of-grant knowledge translation (KT) plan worksheet", and "Examples of end-of-grant knowledge translation (KT)".
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Read the entire article.
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Competencies covered in this module:
- Understand the core tenets of a stakeholder analysis (e.g. completing stakeholder sheets).
Click here for the brief module introduction
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Students mustMark as done
Module 5 introduces a key KT tool - the stakeholder analysis. This module provides an overview of stakeholder analysis approaches and then moves to more practice-based resources on simple stakeholder analysis tools. Students will have the opportunity to conduct their own stakeholder analysis and consider how this tool can be valuable when working with both research and policy makers. Module 5 consists of 2 lessons, each with resources and quizzes.
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Learning Objectives:
- Define the concept of stakeholder and describe the ways in which a simple stakeholder analysis can be used to provide a comprehensive analysis of stakeholders relevant to the issue at hand.
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Required Learning Resources and Activities
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Students mustView
Read the entire web page.
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Quiz: Module 5: Lesson 1:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE 0F 2/3
Not available unless: The activity Quiz: Module 4: Lesson 3: is complete and passed
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Learning Objectives:
- Define the series of steps needed for identifying primary, secondary and key stakeholders.
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Required Learning Resources and Activities
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Students mustView
Download the PDF version of the document by clicking on the appropriate link. Then, read the entire document.
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Quiz: Module 5: Lesson 2:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 4/6
Not available unless: The activity Quiz: Module 5: Lesson 1: is complete and passed -
Additional Learning Options
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Read the entire document.
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Scroll down and read Module 3 titled "Engaging with stakeholders over measurement" (pages 23-29).
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Download Module 2 titled "Stakeholder analysis and networks" by clicking on the appropriate link. Then, read the entire module focussing on the exercise sheets.
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Competencies covered in this module:
- Understand the rudiments of a political context analysis (e.g completing a force-field analysis or trend analysis).
Click here for the brief module introduction
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Students mustMark as done
Module 6 introduces a key KT tool - the political context analysis. First, this module provides an overview of political context analysis approaches and then moves to more practice-based resources on simple political context analysis tools. Students will have the opportunity to consider how this tool can be valuable when working with both research and policy makers. Module 6 consists of 2 lessons, each with resources and quizzes.
When reading this Module’s resources, students should pay attention to the following factors that influence political context.
Policy Process Factors
- National-, district- or local-level policy experience related to the issue at hand. How have previous policy agendas been influenced and set? What opportunities currently exist to influence the policy agenda?
- National-, district- or local-level policy implementation related to the issue at hand. How have previous related policies been created, implemented and evaluated?
- Health system history and reactions. What components of the health system itself have high relevance to policy formulation or implementation concerning the issue at hand?
Foundational Factors
- Rules, a constitution, regulations, codes of conduct, responsibilities etc. at the national level relevant to the issue at hand
- Domestic roles and responsibilities relevant to the issue at hand, including financial, human resources and public-private partnerships
- Domestic cultural events or practices (including values, traditions, ideologies, religions)relevant to the issue at hand
- External occurrences affecting any of the above (e.g. natural disasters, climate change)
External Factors
- Global regulatory or guidance bodies (e.g. WHO), global agencies (e.g. multilateral and bilateral funders), global initiatives, and multinational corporations with long histories or investments within the country relevant to the issue at hand.
- Cultural events or practices arising from the global level (disseminated, for instance, on the internet or through online social media platforms) with particular ramifications for the issue at hand. What national campaigns, coalitions, foundations are, for instance, working to mobilize the public or major stakeholders relating to the issue at hand?
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Learning Objectives:
- Define political context analysis and understand that it is a complement to stakeholder analysis.
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Required Learning Resources and Activities
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Students mustView
Read the entire article.
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Students mustView
Read the entire article.
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Quiz: Module 6: Lesson 1:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 4/6
Not available unless: The activity Quiz: Module 5: Lesson 2: is complete and passed -
Additional Learning Options
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Read the entire document
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Learning Objectives:
- Understand the use of a Force Field Analysis and a SWOT analysis with particular attention to policy process factors, foundational factors and external factors.
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Required Learning Resources and Activities
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Students mustView
Download the PDF then, read the section titled "Tool Name: Force-Field Analysis" (pages 168-171).
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Students mustView
Scroll down and under the heading titled "Tools for situation analysis", read the content of Tool 3 titled "Stakeholders’ meeting" (pages 34-42) as well as Annex 2 section 3 titled "SWOT Analysis" (page 80-81)" to learn about SWOT analysis and Spider Diagrams (a Trend Analysis Tool).
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Quiz: Module 6: Lesson 2:To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE 0F 4/6Not available unless: The activity Quiz: Module 6: Lesson 1: is complete and passed -
Additional Learning Options
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Read the entire article.
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Read the entire web page.
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Competencies covered in this module:
- Understand the overarching theory of priority setting, the two major types of priority setting, and the synergies that may exist between the two.
- Be able to roughly design a priority setting process of either type, using one or a combination of the presented models.
- Be completely up-to-date on major topics and themes within the priority setting literature.
Click here for the brief module introduction
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Students mustMark as done
Module 7 begins with an introduction to the theory of priority setting and its relevance to KT practice and policy making. The module focuses on priority setting in terms of service delivery models and public health interventions. Students will focus on building skills in understanding the objective, techniques, and process of priority setting in the KT field. Module 7 consists of 2 lessons, each with resources and quizzes.
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Learning Objectives:
- Detail the two major types of priority-setting processes.
- Describe the Accountability for Reasonableness framework.
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Required Learning Resources and Activities
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Students mustView
Read the subsection titled "2. Priority Setting" (pages 6-9) to learn about the two major types of priority-setting processes.
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Students mustView
Read the entire article.
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Students mustView
Read the entire article.
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Students mustView
Read the entire brief.
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Quiz: Module 7: Lesson 1:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 12/15
Not available unless: The activity Quiz: Module 6: Lesson 2: is complete and passed -
Additional Learning Options
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Read chapter 3 titled "Approaches to Priority Settings".
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Read the entire article.
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Learning Objectives:
- Understand two approaches used by institutions in determining the services they will offer
- Discuss priority-setting techniques that are used by institutions for prioritizing among interventions
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Required Learning Resources and Activities
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Students mustView
Read the entire article.
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Students mustView
Read the entire article.
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Students mustView
Read the entire document.
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Students mustView
Read from "Directories of Local Substance Abuse Treatment Systems" until " Treatment Settings". (20 minutes)
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Asynchronous Learning Activity 5: Priority Setting Process Forum
Step 1: Outline a priority-setting process for either research or service delivery.
Step 2:
If you choose to outline a priority-setting process for research:
Consider yourself a key research stakeholder in a low-income country or province.
Create a list of research topics that need to be addressed.
Outline criteria that could be used to assess the priority of the topics on your list.
Apply the criteria to your list.
Rank your topics from highest to lowest priority.
If you choose to outline a priority-setting process for service delivery:
Consider yourself a part of the upper management in a health organization within a low-income country or province.
Create a list of research topics that need to be addressed.
Outline criteria that could be used to assess the priority of the topics on your list.
Apply the criteria to your list.
Rank your topics from highest to lowest priority.
Step 3: Write a 500 - 1000 words report.
Step 4: Before you submit your work, assess your written summary by considering the following questions:
Does my report meet the specified word count of 500 - 1000 words?
Have I clearly demonstrated that I have utilized and understood the required readings in the module within my report?
Have I comprehensively addressed all the questions presented in step one of the assignment?
Use your responses to guide any necessary revisions to your report. Refine and adjust your work to improve its coherence and completeness, ensuring that it fulfills each of the requirements laid out for this step of the activity.
Step 5: Submit your assignment by clicking “add a new discussion topic” below and completing the fields.
OPTIONAL Step 6: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
Not available unless: The activity Quiz: Module 7: Lesson 1: is complete and passed -
Quiz: Module 7: Lesson 2:
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 10/12
Not available unless: The activity Asynchronous Learning Activity 5: Priority Setting Process is... ...Not available unless: The activity Asynchronous Learning Activity 5: Priority Setting Process is marked complete -
Additional Learning Options
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Read the entire article.
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Read the entire document.
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Final Exam: Quiz
To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 50 questions, and you will have 50 minutes to complete it. When the time is over, you will have two minutes to submit your attempt before it expires, and your progress is discarded. You will not be able to answer additional questions in the grace period.
To access the exam, click on the name of the exam provided above. On the following screen, click the Preview quiz now button to respond to the questions.
Not available unless any of: All of: ...Not available unless any of:-
All of:
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All of:
- The activity Registration Form is marked complete
- The activity Pre-Test is marked complete
- The activity Quiz: Module 1: Lesson 1: is marked complete
- The activity Quiz: Module 1: Lesson 2: is marked complete
- The activity Quiz: Module 2: Lesson 1: is marked complete
- The activity Quiz: Module 2: Lesson 2: is marked complete
- The activity Quiz: Module 3: Lesson 1: is marked complete
- The activity Quiz: Module 3: Lesson 2: is marked complete
- The activity Quiz: Module 3: Lesson 3: is marked complete
- The activity Quiz: Module 4: Lesson 1: is marked complete
- The activity Quiz: Module 4: Lesson 2: is marked complete
- The activity Quiz: Module 4: Lesson 3: is marked complete
- The activity Quiz: Module 5: Lesson 1: is marked complete
- The activity Quiz: Module 5: Lesson 2: is marked complete
- The activity Quiz: Module 6: Lesson 1: is marked complete
- The activity Quiz: Module 6: Lesson 2: is marked complete
- The activity Quiz: Module 7: Lesson 1: is marked complete
- The activity Quiz: Module 7: Lesson 2: is marked complete
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All of:
- The activity Asynchronous Learning Activity 1: Case Study is marked complete
- The activity Asynchronous Learning Activity 2: Knowledge translation is where research and policy processes overlap is marked complete
- The activity Discussion Question: Facilitators and Polarization is marked complete
- The activity Asynchronous Learning Activity 3: Policy Brief is marked complete
- The activity Asynchronous Learning Activity 5: Priority Setting Process is marked complete
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All of:
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All of:
- You belong to Miami Med
- The activity Registration Form is marked complete
- The activity Pre-Test is marked complete
- You belong to Public Health U
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All of:
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In this section, you can provide feedback about this course to help us make NextGenU.org better. Once evaluations are completed, you will be able to download your certificate of completion. -
Course Evaluation QuestionnaireNot available unless: The activity Final Exam: is complete and passed
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Self Evaluation QuestionnaireNot available unless: The activity Final Exam: is complete and passed
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Students mustMark as done
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Students mustMark as done
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Students mustMark as done
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Click here to start Final Examination