www.ncceh.ca Conducting a a L Literature S Search & h & Evidence R Review: T The he N NCCEH Ap Approach h Angela Eykelbosh, PhD Environmental Health and Knowledge Translation Scientist June 11, 2020
Out Outline line 1. Intro to the NCCEH • Strategic priorities • KT product types • Current project highlights 2. What is evidence–informed decision making (EIDM)? 3. Knowledge Translation • Case examples 4. Step by step: Literature Reviews
Established by the Public Health Agency of Canada in 2005 to promote the use of knowledge and evidence by public health practitioners and policy-makers in Canada.
NCCEH’s M Mandate Synt ynthe hesize, , trans nsla late, & , & Id Ident ntify g y gaps i in n excha hang nge Build ld c capacity y kno knowle ledge knowle kno ledge • Provide tools, • Catalyze new • Incorporate evidence establish networks, research or from research and foster partnerships application of experience to improve research or develop policy & practice
Our t target a audience Public health inspectors, Environmental health specialists Medical officers of health Policy-makers, government Land use planners Other health professionals: e.g., veterinarians, physicians, nurses, dieAAans and nutriAonists
nt (2005-1 Needs, g , gaps, a , and nd o opportuni nities a assessme ment -13) 2012-2013 Environmental Health Needs and Gaps in Canada - Suggested Document Topics Percent of Total Number Interviewees of Rating Topic Interviewees as High Who Rated Area Topic Importance the Topic Health impact 81 26 Best practices for health impact assessment, for a range of environmental projects (from simple, assessment e.g., harbourside marine waste disposal, to mega-projects, e.g., mining, hydro power, wind turbines). When and to what level. Evaluation How to evaluate EH programs (including overall impact of program vs. different program, priority 73 26 setting of various programs), e.g., food safety, personal service establishments (e.g., based on burden of disease) Oil & gas 42 26 Health impacts of shale gas (hydraulic fracturing) at the local level Risk assessment & 42 26 Guide to risk communication with public and media, including where there is no standard or it is communication exceeded, e.g., old mine site and uranium in drinking water, mould, electromagnetic frequencies (not radon) (focus on gaps in guidance) 40 25 Understanding and communicating the health relevance of exceeding environmental standards, e.g., drinking water 36 25 Guide to human health risk assessment, including validation of predictions (e.g., US ATSDR, CDC, EPA) (consider complex chemical mixtures) Food safety Top sources of food-related risks and how to effectively reduce those (including irradiation, buy 32 25 local food, small operations) Enforcement Comparison of how jurisdictions enforce regulations, including effectiveness (e.g., ticketing, 31 26 disclosure), e.g., tobacco control (sales to minors, smoke-free environments) Risk assessment & 31 26 How to apply a consistent approach to risk categories for food premises, public pools, personal communication service establishments Drinking water 27 26 Regulation of small semi-public water supplies – What are the most effective elements of a regulatory program Health impact 27 26 How to assess health impacts of official community plans (e.g., water, septic, physical activity) and assessment provide meaningful input Housing 27 26 Provincial/territorial approaches to housing and health (best practices, including residential, rental) Miscellaneous Effectiveness of use of social media in EH 23 26
Strategic P Priorities Built lt E Environme nment nt Cli lima mate R Rela lated E Environme nment ntal H l Healt lth h Eme mergenc ncy R y Respons nse & & E Enha nhanc ncing ng Cont ntami mina nant nts & & H Hazards Publi lic H Healt lth C h Capacities
Strategic P Priorities Built lt E Environme nment nt Cli lima mate R Rela lated E Environme nment ntal H l Healt lth h What effect does COVID-19 have on all these things? Eme mergenc ncy R y Respons nse & & E Enha nhanc ncing ng Cont ntami mina nant nts & & H Hazards Publi lic H Healt lth C h Capacities
Wha hat d do w we m mean b by “ “KT P Products?” Evidenc nce r reviews
Wha hat d do w we m mean b by “ “KT P Products?” Gu Guidanc nce d docume ment nts
Wha hat d do w we m mean b by “ “KT P Products?” Field ld Inq Inquiries
Wha hat d do w we m mean b by “ “KT P Products?” Topic p pages Whi hiteboard a ani nima mated v videos – Indigenous disaster response – Floods: Prevention, preparedness, response and recovery – Pesticide exposure in the urban environment – Neonicotinoid pesticides – Cannabis resources for environmental health practitioners – Health equity and Extreme heat can be a killer environmental public health https://www.youtube.com/watch?v=RBwgS_1D5FM practice
Wha hat d do w we m mean b by “ “KT P Products?” Blo logs
Knowledge m mobilization a and e excha hange Mont nthly e hly eNews • Traini ning ng – Online courses – Seminar Series – EH practicum students – Medical students/residents • Conf nferenc nce p present ntations ns – CIPHI conferences – CPHA – Invited talks • Social me l media
EH EHO O Sec Secondmen ments ts a at N NCCEH 20 2016 Vancouver Coastal Health: She helle lley y Be Beaudet • Float Tanks: Review of Current Guidance and Considerations for Public Health Inspectors • Float Tanks: Considerations for Environmental Public Health 20 2017 Interior Health: Chr hris R Russell ll • Identifying and Addressing the Public Health Risks of Splash Parks • Food crops irrigated with cyanobacteria- contaminated water: An emerging public health issue in Canada • Co-facilitated two NCCEH eJournal Club sessions • CIPIH National AEC presentation 2018 20 First Nations Health Authority: Casey y Neathw hway • Radon in First Nations communities • Healthy housing for First Nations • Traditional/country foods and climate change/ resource development
Evidence-informed d decision-making ( (EIDM) • EIDM is “the intentional and sys ystema matic processes of bringing the best a availa lable le s scient ntific e evidenc nce on specific questions together with othe her r rele levant nt inf nforma mation to help weigh options and inf nform m decisions ns that will affect priorities, policies, programs and practices” (Pierson et al. 2012). • How to have EIDM in public health? – Effective kno knowle ledge t trans nsla lation, s n, synt ynthe hesis, a , and nd e excha hang nge (KTSE (KTSE) )
Knowledge t translation ha has b been d described a as…. …. • Activities that foster dissemination, adoption, and appropriation of the most up-to-date knowledge possible to allow for its use in professional practice (INSPQ, 2013) • Systematic review, assessment, identification, aggregation, and practical application of research by key stakeholders (NCDDR, 2005) • A dynamic and iterative process that includes synthesis, dissemination, exchange and ethically sound application of knowledge to improve the health of Canadians, provide more effective health services and products and strengthen the health care system (CIHR, 2017)
Wha hat k kind o of k knowledge d does K KTSE c capture? • Public Health Knowledge (INSPQ, 2013) – Research-based • Fundamental/experimental, clinical, or applied – Tacit knowledge • Know-how of practitioners, researchers, etc. who accumulate knowledge through practical experience – Knowledge from data analysis • Collected, organized, analyzed and transmitted to stakeholders
KTSE m may a also b be k known a as: Knowledge Transfer (commonly used outside of healthcare) • – Systematic approach to capture, collect, and share tacit knowledge in order for it to become explicit knowledge – Process of getting knowledge used by stakeholders – All forms of ‘knowing’ including research, tacit/experiential knowledge • Knowledge Exchange • Research utilization • Implementation • Many more… often used interchangeably, but can mean different things
Why c care a about any o of t thi his? ‘Tis not knowing much, but what is useful, that makes a wise man. --Thomas Fuller By David Loggan - http://www.npg.org.uk/collections/search/portrait/mw81933/, Public Domain, https://commons.wikimedia.org/w/ index.php?curid=884269
Whe here w will g good K KT s skills t take y you? • Be t the he best i ins nspector you c can b n be – Be an informed, credible communicator with the public – Use your own or other research to problem solve • Be a a poli licy le y leader in y n your o organi nization n – Help develop and implement new ways of doing things (or new ways of dealing with new challenges) • Sha hare y your s ski kills lls a at t the he provinc ncial o l or f federal le l level l – Working groups that identify practice-policy gaps and develop solutions. – Permanent positions in policy development and research. • Work f k for a a KTSE o organi nization n li like B BCCDC DC o or N NCCEH
STEP B BY S STEP: LITERATURE R REVIEWS
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