Table 3.

Main characteristics of the included studies in this review

Study	Year	Design	Aims	Population	Context	Main findings
Albarqouni L et al. [22]	2018	Systematic review	To assess EBP in educational interventions, review domains of outcomes measured in EBP educational interventions, and assess the psychometric properties of instruments used in studies that assess EBP educational interventions	Health professionals	Not identified in the study	Only 12% of the studies taught content addressed all five EBP steps: (1) ask a question, (2) find information/evidence to answer question, (3) critically appraise the information/evidence, (4) integrate appraised evidence with own clinical expertise and patient’s preferences and (5) evaluate. Sixty-one per cent evaluated EBP skills, 46% knowledge and 41% attitudes
Edwards A et al. [8]	2019	Evidence map	To provide a systematic overview of the literature on knowledge translation (KT) strategies employed by health system researchers and policy-makers in African countries	Health researchers and public health policy-makers	Health systems and services	Commonly reported KT strategies include policy briefs, capacity-building workshops and policy dialogues. Barriers affecting researchers and policy-makers include insufficient skills and capacity to conduct KT activities, time constraints and a lack of resources
Kakemam E et al. [20]	2020	Systematic review	To synthesize the evidence related to leadership and management competencies in health organizations through the best-fit method	Health systems management professionals	Hospitals and community health services	A competency map including seven essential leadership and management competencies
Mallidou AA et al. [6]	2018	Scoping review	To summarize existing knowledge about the (professional) competences needed to implement KT in the health sector	KT professional	Health systems and service	19 essential competences in knowledge, skills or attitudes
Matus J et al. [25]	2018	Systematic review	To identify, evaluate and synthesize existing models and frameworks that describe integrated and practical approaches to building research capacity for allied health professionals in public secondary or tertiary health organizations	Allied health professionals	Secondary/tertiary health organization	Three interconnected and interdependent themes are essential for research capacity building, including ‘supporting clinicians in research’, ‘working together’ and ‘valuing research for excellence’
Oxman AD et al. [23]	2020	Systematic review	To compare the framework provided by the key concepts of Informed Health Choices (IHC) with other frameworks designed to promote critical thinking about claims and treatment (intervention) choices	Citizens, teachers, journalists, researchers and other mediators	Clinical assistance	The IHC framework presents unique competency elements in four distinct categories: (1) recognize when a claim has an untrustworthy basis, (2) recognize when evidence used to support a treatment claim is trustworthy or untrustworthy, (3) make well-informed decisions about treatments and (4) reflect on people’s competences and dispositions
Slade SC et al. [26]	2018	Rapid review	To identify existing research culture frameworks/models and research capacity building and to synthesize existing evidence to identify the essential elements for embedding a research culture within the associated health practice	Health professionals	Not identified	The themes identified as competence elements were: Know how to apply research results to clinical practice. Leadership, mastering research skills and literacy (handling words). Motivation, self-confidence and perceptions of self-worth
Tait H et al. [7]	2019	Systematic review	To describe KT partnership training to health researchers. To examine the assessment approaches used to establish the effectiveness of training in gaining knowledge and skills in KT	Researchers	Teaching in KT	All training programmes included covered practical skills needed for KT, including KT planning and assessment, relationship building and communication, and teamwork
Thompson MR et al. [24]	2019	Systematic review	To discuss the importance and nature of the role of the nurse scientist as a knowledge broke	Nursing researchers	Not identified in the study	Five competencies are central to knowledge brokers: (1) establish (to identify stakeholders), (2) engage (to recognize stakeholders), (3) educate (to facilitate multidirectional knowledge exchanges among the producers and users), (4) empower (to build capacity among stakeholders) and (5) evaluate (to identify resources, processes, outcomes and impacts)
van Dijk N et al. [21]	2010	Systematic review	To evaluate and summarize the literature on the barriers that medical residents experience in applying EBM in daily practice	Health professionals	Health services	Attitudes comprise personal initiative, motivation and interest. Knowledge and skills include clinical questions and evidence-seeking skills, in addition to formal education, critical assessment skills and basic computer skills

KT: knowledge translation; EBP: evidence-based practice; EBM: evidence-based medicine