How the NYAP shaped a study about youth mental health during COVID-19

In October 2020, CHILD-BRIGHT’s National Youth Advisory Panel (NYAP) launched an innovative youth consultation service, offered to Canadian researchers working on childhood disability research projects. NYAP members Gillian Backlin, Claire Dawe-McCord, Logan Wong and Hans Dupuis consulted with the “Nothing without us: COVID-19 policy responses to improve mental health of youth with disabilities and their families” study team between March and December 2021. Gillian Backlin served on the project’s advisory council as a youth representative.

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The “Nothing without us” project, co-led by CHILD-BRIGHT members Keiko Shikako and Jennifer Zwicker, and affiliated with the University of Calgary, was designed to identify COVID-19 policy responses that are inclusive, equitable, and evidence-informed to meet the mental health needs and promote well-being for Canadian youth with disabilities and their families.

To do so, the study team conducted interviews with youth with neurodevelopmental disabilities to understand how the COVID-19 pandemic has impacted their mental health and their experiences accessing services during the pandemic. After filling out a short online screening questionnaire, youth had the option to participate in a follow up phone/Zoom interview or another online survey.

The research team approached the NYAP to consult in this project in two ways: an individual consultation with Gillian, who was on the study’s advisory council, and a group consultation with Logan, Claire, and Hans, who all reviewed the survey.

“I was interested in participating in this project because I believe the COVID-19 pandemic has had serious impacts on youth mental health and that this is an important area of research to develop further,” Claire shared. “Furthermore, I believe that youth involvement in tools for peers is extremely impactful.”

NYAP members gave feedback on a range of survey elements, including the content of the questions, accommodation and accessibility considerations for youth participants, the survey length and design, and the mode of distribution. Gillian participated in a video story about her experiences during the pandemic. And Claire took part in an advisory council workshop in April 2022 to provide feedback on the study findings. 

“The consultation enabled us to get practical feedback on improving the plain language version of the COVID-19 survey and interview guide aimed at determining the experiences of youth with neurodevelopmental disabilities and their families in accessing services and their mental health needs during the COVID-19 pandemic,” the “Nothing without us” team reported. “The NYAP also provided feedback to help us ensure that our survey was as accessible as possible.”

“We’d recommend the NYAP’s consultation service to researchers, given the ease of the consultation process and the members’ helpful advice that reflected the needs and lived experiences of youth with neurodevelopmental disabilities.” 

Visit the project website to learn more about the “Nothing without us” study.

Azrieli CHILD-BRIGHT Fellowship Program

In collaboration with the Azrieli Foundation, CHILD-BRIGHT is looking to recruit a cohort of postdoctoral researchers to work on our implementation science research projects, and to help programs mobilize knowledge to action in support of children with brain-based developmental disabilities (BDD) and their families.

We are looking to fill 6 or more postdoctoral positions for up to two years. Ideally, qualified applicants will have strengths in implementation science research and expertise in disseminating research knowledge and supporting the uptake of evidence into practice.

Further, applicants should have a strong interest in patient-oriented research, a passion for supporting children with BDD and their families, as well as practically applying the core principles of equity, diversity, inclusion, decolonization, and Indigenization (EDI-DI) throughout health research.

Applications are encouraged by October 17, 2022. However, the application process will remain open until all positions are filled. Applications will be reviewed and assessed on a rolling basis as they are submitted.

Do not hesitate to contact pierre.zwiegers@child-bright.ca for further details as necessary, and please take a moment to share this opportunity within your networks to help us find these candidates.

Getting to know our Phase 2 Programs: Equity, Diversity, Inclusion, Decolonization and Indigenization

As recently announced, the next phase of the CHILD-BRIGHT Network is being made possible thanks to a grant from the Canadian Institutes of Health Research (CIHR) under Canada’s Strategy for Patient-Oriented Research (SPOR), as well as matching funds from our generous partners. This support will allow us to grow from Network to Movement as we realize our mission for 2022-2026: moving our patient-oriented research into action through insight and methods grounded in implementation science and knowledge mobilization that embed the principles of equity, diversity, inclusion, decolonization and Indigenization. 

In order to achieve this vision and become a movement for change for children and youth with brain-based developmental disabilities and their families, we have brought together experts from across Canada to lead our five patient-oriented programs.  

Our Equity, Diversity, Inclusion, Decolonization and Indigenization (EDI-DI) Program will deploy initiatives to ensure that EDI-DI principles are authentically embedded in our four other programs and our governance structure. These efforts will be led by CHILD-BRIGHT’s Director of EDI-DI Nomazulu Dlamini. 

Nomazulu Dlamini  
CHILD-BRIGHT Director of EDI-DI 
Staff Neurologist, Division of Neurology, SickKids 
Associate Professor, Department of Paediatrics, University of Toronto 

We sat down with Noma to learn more about the EDI-DI Program’s plans for Phase 2: 

WHAT IS YOUR PROGRAM’S MANDATE? 

Nomazulu Dlamini: Our EDI-DI Program looks to ensure all voices, bodies, and experiences are included in all aspects of our network’s work.   

Our primary goal is to establish and maintain equitable, accessible, and inclusive research environments while advancing research excellence through health equity in patient-oriented research (POR) using an intersectional approach with other network collaborators across Canada. 

We will ground the network’s activities in our EDI-DI framework. Our principal objectives for Phase 2 include increasing our representation of equity-deserving groups across our network such as patient-partners, trainees, researchers, and participants, as well as centering the voices of people with lived experience and Indigenous Ways of Knowing & Being. This is essential to address health inequities that persist within these communities. We will also build EDI-DI training capacity into patient-oriented research to impact patient-partner engagement, training, research design, implementation science (IS), and knowledge mobilization (KM).  

HOW DO YOU PLAN TO ACCOMPLISH THIS? WHAT ARE THE MAIN TOOLS (CONCEPTS, FRAMEWORKS) THAT WILL BE USED TO FURTHER THIS MANDATE? 

ND: In 2021, we developed our EDI-DI framework, which outlines our commitments to shifting the culture of the CHILD-BRIGHT Network and actively taking part in reflective practices throughout our engagement, research, and knowledge mobilization work. In Phase 2, we will integrate the EDI-DI framework, Indigenous Ways of Knowing & Being, and impacts of intersectionality in the conduct of research focused on all children with brain-based developmental disabilities, including children from historically marginalized communities. 

In the early stages of Phase 2, we will form advisory committees to guide our work in Indigenous Health as well as in EDI and health equity. We will be intentional in hiring people with lived experiences and unique professional skills in EDI-DI, Indigenous health, and health equity in relation to POR, IS, and KM. 

Working with our Training & Capacity Building Program, we will ensure the EDI-DI lens is at the forefront within the network’s activities and develop a certificate course on the application of EDI-DI. We have begun to develop a “learning pathway” that prioritizes core training and addresses learning gaps for the entire network.  

HOW WILL YOUR PROGRAM MEANINGFULLY ENGAGE PATIENT-PARTNERS? 

ND: One of our goals as a program is to ensure CHILD-BRIGHT diversifies its representation of equity-deserving groups such as patient-partners, trainees, researchers, and participants across our network. In Phase 2, we will collaborate with our Citizen Engagement team to create and build relationships with people and communities who are currently underrepresented in our network.  

TELL US MORE ABOUT YOU. WHAT MOTIVATED YOU TO TAKE ON THIS LEADERSHIP ROLE WITH CHILD-BRIGHT? 

ND:  Reducing health disparities by improving allyship, agency, access and systems has always been a huge motivator for me. Through my research, I aim to understand the mechanisms of injury, repair and neuroplasticity of the developing brain following stroke. I’m highly committed to ensuring such advances in research translate in a clinically meaningful way and touch the lives of all individuals impacted, including those in marginalized communities, which is why I believe the work we’re doing in the CHILD-BRIGHT EDI-DI Program is so important. I’m highly engaged with patients and families and have taken on multiple EDI-DI leadership roles at SickKids and in the pediatric neurology and stroke research communities at the national and international levels. These activities have been rewarding and motivating. 

My involvement with CHILD-BRIGHT began with the Stimulation for Perinatal Stroke Optimizing Recovery Trajectory (SPORT) research project, where I was a site Principal Investigator. Then, in 2020, I co-led a workshop for the network’s executive and central office teams called “Unlocking the Power of Allyship”, which was followed by a workshop on “Understanding and Unlearning Implicit Bias”, before I accepted the position of Director of EDI-DI. 

WHY IS IT IMPORTANT TO FOCUS ON EDI-DI IN PATIENT-ORIENTED RESEARCH NOW? 

ND: Indigenous Peoples, people with disabilities, racialized people, the LGBTQQIA2S+ (Lesbian, Gay, Bisexual, Transgender, Queer and/or Questioning, Intersex, Asexual, Two-Spirit, and other affirmative ways people choose to self-identify) community, and other equity-deserving groups continue to be confronted by the effects of colonialism, systemic racism, biases, and inequities in health care. We know that the effects of health disparities are magnified by the intersection of multiple oppressions, which also exist within research.  

In order for our research to have its fullest impact possible, we need to address these inequities and reach those children, youth, and families who are most affected by the lack of social justice and health equity. We believe that patient-oriented research can offer a path towards ensuring equity by way of ongoing engagement with our patient-partners and Indigenous communities, including supportive and inclusive leadership, dedicated resources, accountability, and transparency. 

WHAT ARE YOU MOST EXCITED TO SEE IN PHASE 2?  

ND: I am excited to see the results of the culture shift we are undertaking. I hope that by creating both “safe” and “brave” spaces for us to learn from one another, we will increase our understanding of each other in a global community sense. This will provide a foundation for the substantial work that we are setting out to do and improve the impact of our patient-oriented research.  

As one of the first steps towards this culture shift, many of our network members completed a four-part EDI-DI workshop this summer. I am already seeing signs of increased knowledge and personal growth. You can see “lightbulb moments” happening by observing people’s faces, their eyes, their tears, by listening to what is said and left unsaid. It’s all very telling and makes me hopeful for the journey we are all embarking on.  

Thank you, Noma, for this insight into the EDI-DI Program!  

If you are interested in learning more about the EDI-DI Program, please reach out to our EDI-DI Program Coordinator at edi-di@child-bright.ca.  

Learn more about our other Phase 2 programs: 

Get to know our Implementation Science (IS) Research Program 

Get to know our Knowledge Mobilization (KM) Program 

Get to know our Training & Capacity Building (T&CB) Program 

Get to know our Citizen Engagement (CE) Program 

Getting to know our Phase 2 Programs: Implementation Science Research

As recently announced, the next phase of the CHILD-BRIGHT Network is being made possible thanks to a grant from the Canadian Institutes of Health Research (CIHR) under Canada’s Strategy for Patient-Oriented Research (SPOR), as well as matching funds from our generous partners. This support will allow us to grow from Network to Movement as we realize our mission for 2022-2026: moving our patient-oriented research into action through insight and methods grounded in implementation science and knowledge mobilization that embed the principles of equity, diversity, inclusion, decolonization and Indigenization. 

In order to achieve this vision and become a movement for change for children and youth with brain-based developmental disabilities and their families, we have brought together experts from across Canada to lead our five patient-oriented programs.  

Our Implementation Science (IS) Research Program team will focus our research to better understand how evidence generated in Phase 1 can be systematically applied in routine practice to improve quality and effectiveness of health services. To do so, Phase 1 Scientific Co-Director and Research Program Lead Steven Miller will be joined by Janet Curran as our IS Research Program Co-Leads in Phase 2. 

Steven Miller
CHILD-BRIGHT Scientific Co-Director, Principal Investigator & Implementation Science Research Program Co-Lead
Chief of Pediatric Medicine, BC Children’s Hospital
Head, Department of Pediatrics, University of British Columbia

Janet Curran
CHILD-BRIGHT Implementation Science Research Program Co-Lead
Professor, School of Nursing, Dalhousie University
Research Chair in Quality and Patient Safety, IWK Health Centre

We sat down with Steven and Janet to learn more about the IS Research Program’s plans for Phase 2: 

WHAT IS YOUR PROGRAM’S MANDATE? 

Janet Curran: In Phase 2, we will study how to bring novel, evidence-based interventions to our health care and community systems. Our ultimate goal is building a knowledge base that will provide guidance on how to adapt, modify, and customize strategies to work more effectively in hospitals, rehabilitation clinics, homes, communities and more.  

Bringing evidence-based interventions from a research setting into the real world is a substantial challenge. Implementation science is a field of research that studies how such an intervention will interact with “real-world” settings with the ultimate outcome of understanding what needs to be in place for the intervention to succeed in practice and at scale. 

Steven Miller: Our primary goal is conducting implementation science research to promote the uptake of evidence generated from Phase 1 of CHILD-BRIGHT, as well as evidence-based tools that were used in Phase 1, to improve health processes and outcomes for children with brain-based developmental disabilities and their families.   

Implementation science is a relatively new field of study; the intersection of implementation science and brain-based developmental disability is even less developed, so there’s a real opportunity for us here to build capacity and move this research forward for and with children and families.  

HOW DO YOU PLAN TO ACCOMPLISH THIS? WHAT ARE THE MAIN TOOLS (CONCEPTS, FRAMEWORKS) THAT WILL BE USED TO FURTHER THIS MANDATE? 

SM: Building on the work of CHILD-BRIGHT’s research projects in Phase 1, we will conduct 10 implementation science research projects in Phase 2. We will research how to implement new practice guidelines (around the use of constraint-induced movement therapy for kids with hemiplegic cerebral palsy, for example), eHealth technologies (like cognitive-based video game training), and practice roles (such as having a nurse navigator accompany parents in the neonatal intensive care unit). 

Additionally, our Prenatal Opioid Exposure and Neonatal Abstinence Syndrome project team will build upon the work they conducted in partnership with 13 First Nations communities in Phase 1 to address the impacts of prenatal opioid exposure on families. In Phase 2, communities will use the data collected in Phase 1 to develop community-specific knowledge mobilization plans. These knowledge mobilization activities will then be evaluated according to local Indigenous systems of health knowledge and values.

Lastly, we are very grateful to be collaborating with the Maternal Infant Child and Youth Research Network (MICYRN) to evaluate the implementation of patient-oriented research (POR). We expect that findings from this work will inform child health research infrastructure needs across Canada. 

JC: We will be guided by several principles in Phase 2. First, everything we do will be patient oriented. Second, we will advance health equity for children with brain-based developmental disabilities and their families through IS and knowledge mobilization (KM). Third, our work will be cross-collaborative across programs. All of our research project teams will consult with the KM, Equity, Diversity, Inclusion, Decolonization and Indigenization (EDI-DI), Citizen Engagement (CE), and Training & Capacity Building (T&CB) Programs to co-develop and conduct projects. Fourth, we will use implementation theories and frameworks to inform all stages of the project design.   

HOW WILL YOUR PROGRAM MEANINGFULLY ENGAGE PATIENT-PARTNERS? 

SM: We are collaborating with the CE Program to ensure that patient-partners are meaningfully engaged on each project in our program. The CE team has compiled tools and best practices from Phase 1 and will make them available as a toolkit for each Phase 2 team as they develop their project. For example, the toolkit provides guidance on how to create clear roles and expectations for both patient-partners and research team members. It also includes tips from patient-partners (youth and adult) and researchers on optimizing engagement based on stakeholder engagement research that CHILD-BRIGHT conducted in Phase 1. We will also work with the CE Program to use our matching tool to match patient-partners to opportunities on a project. We will also work with the EDI-DI Program to ensure that patient-partner opportunities are inclusive and that our projects engage a diverse group of people. 

JANET, TELL US MORE ABOUT YOU. WHAT MOTIVATED YOU TO TAKE ON THIS LEADERSHIP ROLE WITH CHILD-BRIGHT? 

JC: I’m a Professor in the School of Nursing at Dalhousie University, and Research Chair in Quality and Patient Safety at IWK Health Centre. I am also the IS Lead at the Maritime SPOR SUPPORT Unit, and Dalhousie University site lead at Knowledge Translation Canada. My program of research is focused on co-designing and evaluating best practice and policy change interventions to improve transitions in care for patients and families. 

As Steven mentioned above, Canada lacks researchers with expertise in both implementation science and brain-based developmental disability research. I view CHILD-BRIGHT Phase 2 as an opportunity for us to develop that capacity not only for trainees, but also for established researchers and patient-partners.  

STEVEN, WHAT LEARNINGS FROM PHASE 1 WILL YOU BE LEVERAGING IN PHASE 2?  

SM: In Phase 1, I learned how important it is to authentically engage patient-partners in research and all network activities. As a researcher, I have learned a lot from our patient-partners, and I continue to learn. As we move forward into Phase 2, I look forward to hearing how our patient-partners want CHILD-BRIGHT to approach implementation science research so that we can have practices and policies oriented to the patient. 

Phase 1 also taught me how to connect researchers from across the country to mutually learn about the research and health care systems in various provinces and territories. Each region approaches health care differently, and working in a pan-Canadian network affords us the opportunity to learn from each other. My Phase 1 experience highlighted how we are stronger together. 

WHY IS IT IMPORTANT TO FOCUS ON IMPLEMENTATION SCIENCE IN PATIENT-ORIENTED RESEARCH NOW? 

JC: I think that it’s very important that the fields of IS and POR are intersecting in such a deliberate and overt way through the SPOR’s Phase 2 initiative. Ultimately, any new evidence that is incorporated into practice or policy will impact a variety of groups, such as patients or clinicians. And although such groups have been represented in IS research in the past, conducting an IS research project in a POR framework will make the design and findings even more relevant to stakeholders and applicable to the “real world.” Further, we think that many patient-partners will enjoy conducting IS research and their lived experience will be quite valuable. Working on a randomized controlled trial, such as those conducted in CHILD-BRIGHT Phase 1, can be natural for a researcher but abstract for patient-partners who might be unfamiliar with the intricacies of research. In contrast, IS research is designed to resolve much more practical issues and we expect that many patient-partners will be able to apply their lived experience to Phase 2 projects quite naturally.   

WHAT ARE YOU MOST EXCITED TO SEE IN PHASE 2?  

JC: I am looking forward to working with new trainees, project team members, and patient-partners to guide their learning of implementation science and the value that it can bring to the population that CHILD-BRIGHT has set out to help.  

SM: I am excited to see our community grow and evolve. Looking back, it’s remarkable to reflect on CHILD-BRIGHT’s growth from 2016 to 2022 and we are looking forward to observing new interactions and relationships in Phase 2. Ultimately, we are excited to see how our novel interventions from Phase 1 can eventually be implemented to help children and youth with brain-based developmental disabilities and their families. And, in doing this, build our Canadian capacity for implementation science in this area. 

Thank you, Steven and Janet, for this insight into the IS Research Program!  

If you are interested in the intersection of IS research and brain-based developmental disability, reach out to Research Program Manager Alan Cooper. 

Learn more about our other Phase 2 programs: 

Get to know our Knowledge Mobilization (KM) Program

Get to know our Equity, Diversity, Inclusion, Decolonization and Indigenization (EDI-DI) Program 

Get to know our Training & Capacity Building (T&CB) Program 

Get to know our Citizen Engagement (CE) Program 

Getting to know our Phase 2 Programs: Training & Capacity Building

As recently announced, the next phase of the CHILD-BRIGHT Network is being made possible thanks to a grant from the Canadian Institutes of Health Research (CIHR) under Canada’s Strategy for Patient-Oriented Research (SPOR), as well as matching funds from our generous partners. This support will allow us to grow from Network to Movement as we realize our mission for 2022-2026: moving our patient-oriented research into action through insight and methods grounded in implementation science and knowledge mobilization that embed the principles of equity, diversity, inclusion, decolonization and Indigenization.   

In order to achieve this vision and become a movement for change for children and youth with brain-based developmental disabilities and their families, we have brought together experts from across Canada to lead our five patient-oriented programs.  

Our Training & Capacity Building (T&CB) Program will continue developing capacity in patient-oriented research, with new training opportunities that will emphasize topics related to understanding and applying implementation science (IS) and knowledge mobilization (KM) methods and equity, diversity, inclusion, decolonization and Indigenization (EDI-DI) principles as they intersect with patient-oriented research. To lead these efforts, Phase 1 Scientific Co-Director and Training Program Lead Daniel Goldowitz will be joined by Celia Laur as T&CB Co-Lead. 

Daniel Goldowitz 
CHILD-BRIGHT Scientific Co-Director and Training & Capacity Building Program Co-Lead  
Professor, Department of Medical Genetics 
Senior Scientist, Centre for Molecular Medicine and Therapeutics               
BC Children’s Hospital Research Institute (BCCHR) 
University of British Columbia

Celia Laur 
CHILD-BRIGHT Training & Capacity Building Program Co-Lead                                
Scientific Lead, Office of Spread and Scale  
Women’s College Hospital Institute for Health System Solutions and Virtual Care (WIHV)  
Assistant Professor (Status), Institute for Health Policy, Management, and Evaluation; University of Toronto 

We sat down with Dan and Celia to learn more about the T&CB Program’s plans for Phase 2:  

WHAT IS YOUR PROGRAM’S MANDATE? 

Daniel Goldowitz: The role of the T&CB Program is to design and host opportunities like studentships, fellowships, and mentorships, to meet IS, KM, and EDI-DI training gaps within the network. 

In Phase 1, the Training Program made great strides in training our members in patient-oriented research (POR) and building POR capacity. We did so by hosting webinars and workshops exploring the practical application of POR, offering patient-oriented summer studentships and graduate fellowships, and funding innovative POR approaches using our special award offerings, such as the Training Innovation Fund and Collaborative Mentorship Grant. Externally, we co-created a National Training Entity, which is now supported by CIHR. We also worked with BC and Ontario SPOR SUPPORT Units to create self-paced training modules in pediatric POR. 

Celia Laur: Building on what Dan said, we have three main goals for Phase 2. Firstly, we’ll develop capacity throughout our network so our members can apply the basic concepts of equity-informed implementation science to POR findings to help improve care and outcomes for children with brain-based developmental disabilities and their families. Secondly, we will develop capacity for our members to embed tenets of EDI-DI throughout POR projects to ensure that knowledge mobilization is informed by, and maximally benefits our diverse patient population. Finally, we will develop mentorship initiatives that train our research project teams to develop sustainability plans and implementation strategies to move research findings into practice. 

HOW DO YOU PLAN TO ACCOMPLISH THIS? WHAT ARE THE MAIN TOOLS (CONCEPTS, FRAMEWORKS) THAT WILL BE USED TO FURTHER THIS MANDATE? 

CL: We will create learning and funding opportunities to enhance our approaches to IS and KM and increase our capacity in EDI-DI. These will include webinars, self-paced learning modalities, scholarships, fellowships, mentoring, and coaching strategies. They will be tailored to relevant audiences and adapted to different competency levels. We will also leverage existing resources and collaborate with other organizations to develop training outputs that can be widely shared and disseminated across all SPOR entities. 

HOW WILL YOUR PROGRAM MEANINGFULLY ENGAGE PATIENT-PARTNERS? 

DG: The effort of the T&CB Program is guided by a committee comprised of multiple stakeholders who provide a diversity of perspectives. Critical to our approach is listening to the voices of our committed patient-partners who serve on this committee and are integral to developing all the exciting training and funding opportunities that we offer. Looking ahead into the new phase of the network, we are excited to not only cultivate a strong collaboration with the EDI-DI team, but to welcome new patient-partners to the T&CB Program committee to ensure that our efforts better serve historically underrepresented groups.  

CELIA, TELL US MORE ABOUT YOU. WHAT MOTIVATED YOU TO TAKE ON THIS LEADERSHIP ROLE WITH CHILD-BRIGHT? 

CL: I’m an early career investigator, implementation scientist and health services researcher, so was very pleased to have the opportunity to work with this national network at a time when they are increasing their focus on putting knowledge into practice. Joining the T&CB Program aligns with my personal interests in capacity building and implementation science and my role with the Office of Spread and Scale at Women’s College Hospital. It also provides me the opportunity, in my own small way, to support children with brain-based developmental disabilities and their families. 

DAN, WHAT LEARNINGS FROM PHASE 1 WILL YOU BE LEVERAGING IN PHASE 2? 

DG: In Phase 1, I think we did an excellent job in training our students, fellows, family members and researchers. In Phase 2, we would like to build on the lessons learned and successes and then move our efforts to the larger community. 

WHY IS IT IMPORTANT TO FOCUS ON TRAINING & CAPACITY BUILDING IN PATIENT-ORIENTED RESEARCH NOW? 

DG: Patient-oriented research is still a very new initiative in the health care system, so continued efforts in this direction will serve to have a larger number of practitioners. With Phase 2, we are introducing IS, KM, and EDI-DI. These may be new concepts to many of our members and to the larger community, so it is important to help folks be aware of what these concepts mean, and how they support our efforts to support kids with neurodevelopmental disabilities.   

CL: To add to Dan’s point, each of these areas are interconnected and complement each other. We want to encourage people to learn about these areas together and see what make the most sense for each team to have the widest impact, particularly for embedding the principles of EDI-DI through the network.  

WHAT ARE YOU MOST EXCITED TO SEE IN PHASE 2?  

DG: It is like a new journey and therein lies the excitement, like we are on a sailing vessel that we have seen to be seaworthy. We’re now preparing the ship for the continuation of our voyage to exciting new lands. 

CL: To continue Dan’s analogy, I’m excited to be a new passenger on this ship! I’m looking forward to meeting people throughout the network and finding ways for us to all learn together.  

Thank you, Dan and Celia, for this insight into the Training & Capacity Building Program!  

If you have any questions about the plan for the T&CB Program in Phase 2, reach out to Program Coordinator Pierre Zwiegers. 

Learn more about our other Phase 2 programs: 

Get to know our Implementation Science (IS) Research Program 

Get to know our Knowledge Mobilization (KM) Program 

Get to know our EDI-DI Program 

Get to know our Citizen Engagement (CE) Program