Navigating Trainee-led Integrated Knowledge Translation: A Qualitative Study of Trainees, Supervisors, and Knowledge Users

Background There is increasing recognition of the benefits of collaborative research approaches, such as integrated knowledge translation (IKT), to generate evidence that is more relevant and useful for health system decision-making. In response, funding agencies and academic institutions have promoted the use of an IKT approach in graduate and postgraduate health research. However, tensions persist between expectations of trainees, academic degree requirements, and the lack of opportunities to prepare trainees for partnered research. Little is known about the complex relational process of IKT led by graduate trainees. This qualitative study aimed to explore the experience of using an IKT approach in trainee-led research from the perspective of trainees, academic supervisors, and knowledge users. Methods This study presents the pre-design findings that will inform the overarching project goal to co-design an IKT Guide for trainee-led research. We conducted this qualitative descriptive study using semi-structured interviews and focus groups, followed by a mixed-focus group with a subset of the interview participants. We recruited trainee (n = 5), supervisor (n = 7), and knowledge user (n = 4) participants through the Integrated Knowledge Translation Research Network. Transcripts were analyzed using inductive thematic analysis. We reported our findings in accordance with the Standards for Reporting Qualitative Research. Results While IKT is highly valued, participants also identified several drawbacks related to the emotional toll, investment, and lack of readiness. Participants reported barriers and facilitators to using an IKT approach across individual, interpersonal and organizational levels, with most determinants situated at the organizational level. Trainees described their experiences operating in systems optimized for individual-level academic achievement, with little power to navigate barriers that constrain their ability to lead partnered research. Conclusions Effective trainee-led IKT requires coordinated and multi-level support that extends beyond individual competence and skills training. Supervisors play a key role as models and facilitators of IKT. Transparent communication of limitations of trainee-led research is paramount in knowledge-user partnerships. This research highlights the need for interventions that address the interconnected roles within the IKT triad of trainees, supervisors, and knowledge users.