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Strengthening Clinician-Researchers' Communication and Knowledge Translation Skills: An Innovative Game Model From the Breathe Well Group.

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Title: Strengthening Clinician-Researchers' Communication and Knowledge Translation Skills: An Innovative Game Model From the Breathe Well Group.
Authors: Williams, Siân1,2, Fernandes, Genevie1,2 gfernan2@exseed.ed.ac.uk, Adab, Peymané3, Adams, Rachel4, de Sousa, Jaime Correia1,5,6, Chi, Chunhua7, Dickens, Andrew P.3,8, Enocson, Alexandra3, Farley, Amanda3, Maglakelidze, Mariam9,10, Maglakelidze, Tamaz9,11, Martins, Sonia12, Sitch, Alice3,13, Stamenova, Aleksandra14, Stavrikj, Katarina15, Stelmach, Rafael16, Turner, Alice3, Pan, Zihan7, Pang, Hui17, Zhang, Jianxin7
Source: Inquiry (00469580). 9/12/2024, p1-7. 7p.
Subject Terms: *Communicative competence, *Ability, *Communication education, *Theory, *Learning strategies, *Interpersonal relations, *Training, *Gamification, *Communication barriers, Translations, Professions, Mathematical models, Stakeholder analysis, Text messages
Abstract: Communication is a core component of a clinician's role; however, when clinicians conduct research, communicating the emerging findings and recommendations to different types of stakeholders can be unfamiliar territory. Communicating research to advocate for change can be even more challenging. Clinician researchers seeking to be agents for change need to conceive and craft specific, evidence-based messages and communicate these effectively to different stakeholders to negotiate action. As part of a global health research program, we developed and tested a novel game-based model to strengthen the communication skills of clinician researchers, from 4 countries, for improving services for chronic obstructive pulmonary disease. This model focused on communication with 3 key stakeholder groups for knowledge translation: Patients/carers, healthcare providers and policy makers/healthcare managers. Delivered through a series of facilitated, online meetings, this model consisted of 2 parts: developing and rehearsing advocacy messages with coaching support, and then testing them with a panel of 3 representative stakeholders, and an audience of fellow researchers. All the country teams reported increased confidence in crafting advocacy messages for specific stakeholders and have applied lessons learned from the model. Delivering this model within a global health research program requires mentoring, time, commitment, resources and translation support to address language barriers. It offers an exemplar to build the communication skills of clinician and non-clinician researchers so that they can go beyond dissemination toward translation of evidence into policy and practice. [ABSTRACT FROM AUTHOR]
Copyright of Inquiry (00469580) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Strengthening Clinician-Researchers' Communication and Knowledge Translation Skills: An Innovative Game Model From the Breathe Well Group.
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  Data: <searchLink fieldCode="AR" term="%22Williams%2C+Siân%22">Williams, Siân</searchLink><relatesTo>1,2</relatesTo><br /><searchLink fieldCode="AR" term="%22Fernandes%2C+Genevie%22">Fernandes, Genevie</searchLink><relatesTo>1,2</relatesTo><i> gfernan2@exseed.ed.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Adab%2C+Peymané%22">Adab, Peymané</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Adams%2C+Rachel%22">Adams, Rachel</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22de+Sousa%2C+Jaime+Correia%22">de Sousa, Jaime Correia</searchLink><relatesTo>1,5,6</relatesTo><br /><searchLink fieldCode="AR" term="%22Chi%2C+Chunhua%22">Chi, Chunhua</searchLink><relatesTo>7</relatesTo><br /><searchLink fieldCode="AR" term="%22Dickens%2C+Andrew+P%2E%22">Dickens, Andrew P.</searchLink><relatesTo>3,8</relatesTo><br /><searchLink fieldCode="AR" term="%22Enocson%2C+Alexandra%22">Enocson, Alexandra</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Farley%2C+Amanda%22">Farley, Amanda</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Maglakelidze%2C+Mariam%22">Maglakelidze, Mariam</searchLink><relatesTo>9,10</relatesTo><br /><searchLink fieldCode="AR" term="%22Maglakelidze%2C+Tamaz%22">Maglakelidze, Tamaz</searchLink><relatesTo>9,11</relatesTo><br /><searchLink fieldCode="AR" term="%22Martins%2C+Sonia%22">Martins, Sonia</searchLink><relatesTo>12</relatesTo><br /><searchLink fieldCode="AR" term="%22Sitch%2C+Alice%22">Sitch, Alice</searchLink><relatesTo>3,13</relatesTo><br /><searchLink fieldCode="AR" term="%22Stamenova%2C+Aleksandra%22">Stamenova, Aleksandra</searchLink><relatesTo>14</relatesTo><br /><searchLink fieldCode="AR" term="%22Stavrikj%2C+Katarina%22">Stavrikj, Katarina</searchLink><relatesTo>15</relatesTo><br /><searchLink fieldCode="AR" term="%22Stelmach%2C+Rafael%22">Stelmach, Rafael</searchLink><relatesTo>16</relatesTo><br /><searchLink fieldCode="AR" term="%22Turner%2C+Alice%22">Turner, Alice</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Pan%2C+Zihan%22">Pan, Zihan</searchLink><relatesTo>7</relatesTo><br /><searchLink fieldCode="AR" term="%22Pang%2C+Hui%22">Pang, Hui</searchLink><relatesTo>17</relatesTo><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Jianxin%22">Zhang, Jianxin</searchLink><relatesTo>7</relatesTo>
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  Data: *<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+education%22">Communication education</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory%22">Theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br />*<searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+barriers%22">Communication barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Translations%22">Translations</searchLink><br /><searchLink fieldCode="DE" term="%22Professions%22">Professions</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+models%22">Mathematical models</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholder+analysis%22">Stakeholder analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Text+messages%22">Text messages</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Communication is a core component of a clinician's role; however, when clinicians conduct research, communicating the emerging findings and recommendations to different types of stakeholders can be unfamiliar territory. Communicating research to advocate for change can be even more challenging. Clinician researchers seeking to be agents for change need to conceive and craft specific, evidence-based messages and communicate these effectively to different stakeholders to negotiate action. As part of a global health research program, we developed and tested a novel game-based model to strengthen the communication skills of clinician researchers, from 4 countries, for improving services for chronic obstructive pulmonary disease. This model focused on communication with 3 key stakeholder groups for knowledge translation: Patients/carers, healthcare providers and policy makers/healthcare managers. Delivered through a series of facilitated, online meetings, this model consisted of 2 parts: developing and rehearsing advocacy messages with coaching support, and then testing them with a panel of 3 representative stakeholders, and an audience of fellow researchers. All the country teams reported increased confidence in crafting advocacy messages for specific stakeholders and have applied lessons learned from the model. Delivering this model within a global health research program requires mentoring, time, commitment, resources and translation support to address language barriers. It offers an exemplar to build the communication skills of clinician and non-clinician researchers so that they can go beyond dissemination toward translation of evidence into policy and practice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Inquiry (00469580) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179639419
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      – Type: doi
        Value: 10.1177/00469580241273178
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        Text: English
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      – SubjectFull: Communicative competence
        Type: general
      – SubjectFull: Ability
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      – SubjectFull: Communication education
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