Table 4.

General list and description of the competency elements (knowledge, skills and attitudes) identified

Knowledge	Description
Knowing the health system context	Knowing the structure and dynamics of the health system, the role of institutions, workers, managers and users [6, 20]
Knowing the organizational context	Knowing the structure and dynamics of the organization(s) in which the policy will be implemented [20]
Knowing basic aspects of health policies	Knowing the basic aspects of health policy formulation, including what they are, how they are designed and how they are implemented [7]
Knowing the fundamentals of academic research	Knowing the basic processes of academic research production, including knowledge of research development tools, research data sources, how to set research priorities and how to conduct research [6, 7, 21]
Knowing group facilitation techniques	Knowing techniques to facilitate group processes, exchange of information, collective construction of knowledge and health practices [6]
Knowing communication techniques	Knowing communication techniques in the context of the health system [6]
Knowing KT methods	Knowing basic processes and methods in KT [6, 7]
Having prior formal education	Having completed higher education and having prior knowledge of foreign languages [6, 21]

Skills	Description
Gaining proficiency in research skills	Gaining proficiency in research skills, knowing how to produce, search, critically assess and synthesize evidence [6–8, 20–23, 26]
Gaining proficiency in management of KT activities	Gaining proficiency in skills related to planning, executing and applying KT strategies [6, 7, 20]
Knowing how to pose relevant questions	Knowing how to identify and prioritize questions relevant to the context of health policies and systems [7, 22]
Knowing how to contextualize evidence	Making use of evidence considering the context of implementation and making the necessary adaptations [6, 7]
Knowing how to apply evidence	Gaining proficiency in ways of applying appropriate evidence in decision-making processes. Knowing how to apply them in accordance with legal practices, recognizing the risks, benefits, biases, effects and costs, maintaining rigor and transparency, and considering the priorities listed [6–8, 20, 22–24, 26]
Knowing how to support the use of evidence by institutions and their key actors	Gaining proficiency in KT strategies to: (a) facilitate the flow of knowledge; (b) improve practice and policy; (c) create demand for evidence; (d) build the policy-maker’s confidence; (d) offer technical support to the needs under discussion; (e) build capacity among stakeholders for evidence-based participatory decision-making; (f) build consensus and support negotiations; (g) assist stakeholders in applying, analyzing and evaluating knowledge in appropriate contexts [6, 7, 24]
Knowing how to communicate evidence to relevant target audiences	Being able to communicate and disseminate the knowledge produced, to promote its use by relevant actors [6, 7]
Knowing how to manage organizations	Knowing how to manage institutions of the public health system [6]
Knowing how to manage people	Knowing how to coordinate teams to achieve institutional goals [6]
Knowing how to manage networks and engage stakeholders	Fostering, developing and nurturing networks between stakeholders, to collaborate in the production and exchange of knowledge (including transdisciplinary), respecting cultural norms and practices, cultivating beneficial and synergistic long-term partnerships whenever possible [7, 24]
Knowing how to manage projects in the public sector	Knowing how to manage resources, processes, risks, and monitor and evaluate projects in the public sector [6, 7, 20, 24]
Knowing how to design public policies	Having the ability to plan and develop programmes and policies for the public sector [24]
Knowing how to implement public policies	Facilitating the implementation of programmes and policies, promoting innovation and the improvement of health practices [6, 7, 24]
Knowing how to do advocacy	Having rhetorical, argumentative or material capacity or potential to negotiate, sustain, defend or propose a certain cause or project with civil society, research groups or institutionally [7]
Knowing how to evaluate public policies	Knowing how to evaluate institutional decisions, processes and results of the policies adopted [7, 20, 22, 24]
Knowing how to establish good interpersonal relationships	Knowing how to establish good interpersonal relationships through: (a) ethical and respectful practices, based on non-violent communication; (b) self-control, self-knowledge, balance and emotional self-management; (c) ability to report and understand information received respectfully, regardless of the hierarchical position occupied [6, 20]
Knowing how to promote cooperative actions	Knowing how to promote, establish and encourage the creation of bonds, partnerships and effective exchanges through cooperation and teamwork between health policy-makers and researchers [6, 7]
Knowing how to lead processes and projects	Knowing how to lead processes and projects, promoting the engagement of the responsible team and relevant key actors [6, 7, 20, 26]
Having basic computer skills	Having basic computer skills, being able to manage essential software and other valuable information technologies for the practice and development of tasks related to EIPM [6, 21]

Attitudes	Description
Acting with professionalism	Acting with high ethical and professional standards, which include integrity, responsibility towards the community, service orientation, commitment to lifelong learning and improvement [6, 20]
Valuing research	Valuing research as a valuable resource for the elaboration of public policy in all its stages [6, 25]
Valuing learning	Having a lifelong commitment to self-directed learning (having an attitude that values experiential learning and persistence, commitment to developing a learning culture and continuous improvement, using critical thinking) [6]
Reflecting carefully	Carefully, judiciously and sensibly reflecting on problems and dilemmas, with a balanced judgment [6]
Acting with creativity	Adopting a creative attitude, seeking to experiment and combine different forms and resources to solve problems [6]
Acting with confidence in one’s own abilities	Making an assertive use of one's already developed knowledge, skills and attitudes [6, 26]
Trusting the other actors in the system	Acting with confidence in the character, integrity and competency of the other actors involved [6]
Appreciating teamwork	Having practices and behaviours that promote and encourage teamwork [6]
Appreciating the possibility of change	Having a flexible personal and professional attitude, accepting, valuing, enabling and managing the occurrence of situations that bring change [20]
Acting with motivation and initiative	Acting with motivation and initiative, proactively seeking opportunities to, in addition to meeting the demands received, contribute to improving the general mood of the environment [21, 26]

KT: knowledge translation