Creating synergies among education/research, practice, and policy environments to build capacity for the scholar role in occupational therapy and physiotherapy in the Canadian context.,Advances in Health Sciences Education

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Creating synergies among education/research, practice, and policy environments to build capacity for the scholar role in occupational therapy and physiotherapy in the Canadian context.
Advances in Health Sciences Education ( IF 4 ) Pub Date : 2023-11-28 , DOI: 10.1007/s10459-023-10298-9
Sungha Kim _{1,

2} , Annie Rochette _{2,

3} , Sara Ahmed _{1,

2,

4} , Philippe S Archambault _{1,

2} , Claudine Auger _{2,

3,

5} , Alex Battaglini _{6,

7} , Andrew R Freeman _{8,

9} , Eva Kehayia _{1,

2} , Elizabeth Anne Kinsella ₁₀ , Elinor Larney ₁₁ , Lori Letts ₁₂ , Peter Nugus ₁₀ , Marie-Hélène Raymond ₁₃ , Nancy M Salbach _{14,

15} , Diana Sinnige ₁₆ , Laurie Snider _{1,

2} , Bonnie Swaine _{2,

3,

5} , Yannick Tousignant-Laflamme ₁₇ , Aliki Thomas _{1,

2,

10}

Affiliation

School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montréal, QC, Canada.
Centre for Interdisciplinary Research in Rehabilitation of Greater Montréal (CRIR), Montréal, QC, Canada.
School of Rehabilitation, Faculty of Medicine, Université de Montréal, Montréal, QC, Canada.
Clinical Epidemiology, Center for Outcome Research and Evaluation (CORE), McGill University Health Center Research Institute, Montréal, QC, Canada.
Institut universitaire sur la réadaptation en déficience physique de Montréal, Montréal, QC, Canada.
Directorate of University Teaching and Research, CISSS de Laval, Laval, QC, Canada.
l'École de Santé Publique de l'Université de Montréal, Montréal, QC, Canada.
School of Rehabilitation Sciences, Faculty of Medicine, Université Laval, Québec, QC, Canada.
VITAM: Centre de Recherche en Santé Durable, Québec, QC, Canada.
Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montréal, QC, Canada.
Association of Canadian Occupational Therapy Regulatory Organizations and College of Occupational Therapists of Ontario, Toronto, ON, Canada.
School of Rehabilitation Science, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada.
Institut National d'Excellence en Santé et en Services Sociaux, Montréal, QC, Canada.
Department of Physical Therapy, Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada.
The KITE Research Institute, University Health Network, Toronto, ON, Canada.
Canadian Alliance of Physiotherapy Regulators, Toronto, ON, Canada.
School of Rehabilitation, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, QC, Canada.

Scholarly practice (SP) is considered a key competency of occupational therapy and physiotherapy. To date, the three sectors-education/research, practice, and policy/regulation-that support SP have been working relatively independently. The goals of this project were to (a) understand how representatives of the three sectors conceptualize SP; (b) define each sector's individual and collective roles in supporting SP; (c) identify factors influencing the enactment of SP and the specific needs of how best to support SP; and (d) co-develop goals and strategies to support SP across all sectors. We used interpretive description methodology. Consistent with an integrated knowledge translation approach, partners representing the three sectors across Canada recruited individuals from each sector, developed the content and questions for three focus groups, and collected and analyzed the data. Inspired by the Consolidated Framework for Implementation Research, we developed the questions for the second focus group. We analyzed the data using an inductive thematic analysis method. Thirty-nine participants from the three sectors participated. Themes related to participants' conceptualization of SP included (a) ongoing process, (b) reflective process, (c) broad concept, and (d) collective effort. Themes describing factors influencing and supporting SP were (a) recognition, (b) appropriate conceptualization, (c) social network, (d) accessibility to resources, and (e) forces outside of practitioners' effort. Goals to support SP included (a) further recognizing SP, (b) sustaining SP competency, and (c) ensuring access to information. SP requires collaborative and integrated intersectoral support and further recognition of its importance through the collaboration of multiple stakeholders.

中文翻译：

在教育/研究、实践和政策环境之间创造协同效应，以培养加拿大背景下职业治疗和物理治疗中学者角色的能力。

学术实践（SP）被认为是职业治疗和物理治疗的关键能力。迄今为止，支持SP的三个部门——教育/研究、实践和政策/监管——一直相对独立地运作。该项目的目标是 (a) 了解三个部门的代表如何概念化 SP；(b) 界定每个部门在支持 SP 方面的个人和集体作用；(c) 确定影响 SP 颁布的因素以及如何最好地支持 SP 的具体需求；(d) 共同制定目标和战略，以支持所有部门的 SP。我们使用解释性描述方法。根据综合知识转化方法，代表加拿大三个部门的合作伙伴从每个部门招募了个人，为三个焦点小组制定了内容和问题，并收集和分析了数据。受实施研究综合框架的启发，我们为第二个焦点小组提出了问题。我们使用归纳主题分析方法对数据进行了分析。来自三个部门的 39 名参与者参加了会议。与参与者 SP 概念化相关的主题包括 (a) 持续过程、(b) 反思过程、(c) 广泛概念和 (d) 集体努力。描述影响和支持 SP 的因素的主题包括 (a) 认识、(b) 适当的概念化、(c) 社交网络、(d) 资源的可及性，以及 (e) 从业者努力之外的力量。支持 SP 的目标包括 (a) 进一步认识 SP，(b) 维持 SP 能力，以及 (c) 确保获取信息。SP 需要协作和综合的跨部门支持，并通过多个利益相关者的协作进一步认识到其重要性。

更新日期：2023-11-28

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