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Evidence and the SDGs
1. EVIDENCE
&
THE
SDGS
Using research to promote
health and inclusion for
Canadian children with
disabilities
Dr. Ebele R.I. Mogo (@ebyral)
Postdoctoral researcher, McGill University
Faculty of Medicine
3. ACHIEVEMENTS OF THE MDGS 1
Drop in extreme poverty
from 47%-14%
Drop in maternal
mortality rate by 45%
Drop in under five
mortality by 50%
Millions of malaria, HIV
and TB deaths averted
4. CHALLENGES OF THE MDGS
• Averages obscure those most in
need1
• Top-down approach2
• Technocratic methods2
• Informed by donors and OECD
countries2
7. How the SDGs build on the MDGs1
Focus on
rights
Focus on
partnerships
Opportunities for greater
civil society engagement
More
collaboration
A stronger role for
the private sector
9. • be a tool for action
• drive independent thought
• inform policymakers
• foster multi-sectoral collaboration
• uncover inequities, drive inclusive impact
• facilitate evidence-informed innovation and
best practices
• catalogue lived experiences
Yes!
Research can…
10. What are the challenges in
bridging the gap between
Research
The
SDGs
&
Thoughts?
11. CHALLENGES
• Evidence misaligned with needs, and political cycles
of decision making1,2,3,4
• Evidence not presented with the decision makers in
mind1,2,3,4
• Over-reliance on passive diffusion1,2,3,4
• Skills and incentive gap1,2,3,4
12. • Lag in access to health education, healthcare,
and health promotion activities1
• Rarely meet physical activity standards2, 3, 4, 5
• Lack of adapted programs and inclusive
settings6,7
• Low motivation to engage in physical
activity6,7
Applying research in
leaving no one
behind
Focus population -
Canadian children
with disabilities
13. • Lower levels of physical activity participation than
peers 1,2,3,4
• Higher prevalence of non-communicable diseases4
• More limited by environmental, socioeconomic and
interpersonal barriers to healthy behaviours4
Applying research in
leaving no one
behind
Focus population -
Canadian children
with disabilities
14. How do we use research to
make sure we “leave no
one behind?”
… experiment, testing, evaluating, reflecting
and learning
15. Overview of projects
• Rapid reviews + Policy dialogue on building
healthy and inclusive communities in British
Columbia
• Policy dialogue on rights-based approaches to
childhood disability
16. Overview of projects
• A scoping review on face to face interventions
for childhood disability
• A systematic review of context-based
interventions to promote inclusive leisure
participation
17. Overview of projects
• A feasibility study on the use of mobile technology
(Jooay) to improve inclusive physical activity
participation
• Assessing the relationship between socioeconomic
deprivation and access to opportunities for
inclusive leisure participation
18. Rapid reviews + Policy dialogue
on building health and inclusive
communities in British
Columbia
Engaging community stakeholders as co-
researchers in:
- contextualizing policy frameworks
- facilitating multi-sectoral action
- providing relevant information to decision
makers.
19. Method
• A stakeholder engagement process to identify
priority areas
• Rapid review
• Policy briefs
• Policy dialogue
20. Findings
• Adopt an integrated approach to knowledge
creation1,2,3
• Make universal accessibility a requirement for
funding or incentives1,2,3
• Collaborative networks can prevent duplication
and build capacity1,2,3
21. Findings
• Social support systems, e.g. peer mentors 1,2,3
• Technical support e.g. physical therapists, clinicians,
occupational therapists, speech pathologists, special
education teachers1,2,3
• Maximize opportunities e.g. policy windows, political
changes1,2,3
22. A feasibility study
on the use of
mobile technology
(Jooay) to improve
inclusive physical
activity
participation
24. • 239 participants received the survey
• Response rate of 39% (N=93).
• High attrition rate - < 5% responding to some
questions
• Most (41%) respondents were parents or
caregivers of a child with a disability.
• 82% of the respondents lived in an urban
area
25. • 92% of service providers lived in an urban
area.
• 76% of service providers and 89% of
caregivers were women.
26. User feedback
• Online community
• Tracking
• Positive prompts/Incentives
• More activities
• Most useful activity information - cost,
type and description
28. • Aggregated Jooay App data on leisure
opportunities by: i) city ii) postal code iii) type of
activity
• Linked to dissemination area data - population
size, density, median after-tax income, type of
population center
Method
30. Thoughts?
How can we foster
ecosystems for
knowledge co-
production that drive
action?
31. Research evidence, meet lived realities
Balance rigour with pragmatism – e.g. the use of rapid
reviews
Creating an ecosystem with incentives for research
uptake – policy hub, embedded research, etc.
Reflections on using evidence to drive
change.
32. Reflections and future directions on
using evidence to drive change.
Do not underestimate the relevance of bringing people
together into one room – nobody else may be doing it!
See communities not just as recipients, but as valuable
teammates
33. Reflections and future directions on
using evidence to drive change.
Capitalize on local windows of opportunity – e.g.
funding, global conventions, political will
Be very clear about the end goal (informing?
Changing policy? facilitating collaborations etc.)
Be thoughtful about positionality within
organization
34. Reflections and future directions on
using evidence to drive change.
Who is not there that needs to be?
35. Reflections and future directions on
using evidence to drive change.
There are multiple forms of research evidence
- from government statistics (to localize)
- from scientific studies (to inform with evidence)
- on lived experiences (develop be context appropriate)
- on best practices (to innovate)
- data on policy commitments (to make a claim for action)
More powerful when integrated.
36. Reflections and future directions on
using evidence to drive change.
Acknowledge failures and blindspots as rich lessons
Don’t give up
A bit about my path
1. Bult, M. K., Verschuren, O., Jongmans, M. J., Lindeman, E., & Ketelaar, M. (2011). What influences participation in leisure activities of children and youth with physical disabilities? A systematic review. Research in Developmental Disabilities, 32(5), 1521-1529.
2. Contandriopoulos, D., Lemire, M., Denis, J.-L., & Tremblay, E. (2010). Knowledge Exchange Processes in Organizations and Policy Arenas: A Narrative Systematic Review of the Literature. The Milbank Quarterly, 88(4), 444-483.
3. Dodson, E. A., Stamatakis, K. A., Chalifour, S., Haire-Joshu, D., McBride, T., & Brownson, R. C. (2013). State Legislators’ Work on Public Health-Related Issues: What Influences Priorities? Journal of Public Health Management and Practice, 19(1), 25-29.
4. El-Jardali, F., Lavis, J., Moat, K., Pantoja, T., & Ataya, N. (2014). Capturing lessons learned from evidence-to-policy initiatives through structured reflection. Health Research Policy and Systems, 12(2), 1-15.
1. Davis, K., Carter, S., Myers, E., & Rocca, N. (2018). Health promotion for young people with profound and multiple learning disabilities. Nursing children and young people, 30(01).
2. Sit, C. H., Mckenzie, T. L., Cerin, E., Chow, B. C., Huang, W. Y., & Yu, J. (2017). Physical Activity and Sedentary Time among Children with Disabilities at School. Medicine and science in sports and exercise, 49(2), 292-297.
3. Oviedo, G.; Travier, N.; Guerra-Balic, M. Sedentary, and Physical Activity Patterns in Adults with Intellectual Disability. Int. J. Environ. Res. Public Health 2017, 14, 1027.
4. Hsieh, K.; Hilgenkamp, T.; Murthy, S.; Heller, T.; Rimmer, J. Low Levels of Physical Activity and Sedentary Behavior in Adults with Intellectual Disabilities. Int. J. Environ. Res. Public Health 2017, 14, 1503.
5. Mascarinas, A., & Blauwet, C. (2018). Policy and Advocacy Initiatives to Promote the Benefits of Sports Participation for Individuals with Disability. In Adaptive Sports Medicine (pp. 371-384). Springer, Cham.
6. Columna, L., Rocco Dillon, S., Norris, M. L., Dolphin, M., & McCabe, L. (2017). Parents’ perceptions of physical activity experiences for their families and children with visual impairments. British Journal of Visual Impairment, 35(2), 88-102
7. Anaby, D. R., Law, M. C., Majnemer, A., & Feldman, D. (2016). Opening doors to the participation of youth with physical disabilities: An intervention study: Favoriser la participation des adolescents ayant des handicaps physiques: Étude d’intervention. Canadian Journal of Occupational Therapy, 83(2), 83-90.
Sit, C. H., Mckenzie, T. L., Cerin, E., Chow, B. C., Huang, W. Y., & Yu, J. (2017). Physical Activity and Sedentary Time among Children with Disabilities at School. Medicine and science in sports and exercise, 49(2), 292-297.
Oviedo, G.; Travier, N.; Guerra-Balic, M. Sedentary, and Physical Activity Patterns in Adults with Intellectual Disability. Int. J. Environ. Res. Public Health 2017, 14, 1027.
Hsieh, K.; Hilgenkamp, T.; Murthy, S.; Heller, T.; Rimmer, J. Low Levels of Physical Activity and Sedentary Behavior in Adults with Intellectual Disabilities. Int. J. Environ. Res. Public Health 2017, 14, 1503.
Mascarinas, A., & Blauwet, C. (2018). Policy and Advocacy Initiatives to Promote the Benefits of Sports Participation for Individuals with Disability. In Adaptive Sports Medicine (pp. 371-384). Springer, Cham.
Mogo, E., Shikako-Thomas. K., Majnemer, A., Lai, J., Kennedy, S., Symington, V., & Duckworth, K. (2018). Using an Integrated Knowledge Translation in a rapid review process to engage stakeholders and inform policymaking on leisure participation for children with disabilities. Loisir/Leisure. Submitted
A policy dialogue and policy brief on building inclusive and healthy communities in British Columbia (2017): https://www.childhooddisability.ca/wp-content/uploads/2017/12/researchbrief_dec20.pdf
The Evidence-Informed Decision Making Casebook: Issue Two. National Collaborating Center for Methods and Tools https://www.nccmt.ca/uploads/media/media/0001/01/a2f5368154e6c632b70812c69ebd601fc07e9b87.pdf
Mogo, E., Shikako-Thomas. K., Majnemer, A., Lai, J., Kennedy, S., Symington, V., & Duckworth, K. (2018). Using an Integrated Knowledge Translation in a rapid review process to engage stakeholders and inform policymaking on leisure participation for children with disabilities. Loisir/Leisure. Submitted
A policy dialogue and policy brief on building inclusive and healthy communities in British Columbia (2017): https://www.childhooddisability.ca/wp-content/uploads/2017/12/researchbrief_dec20.pdf
The Evidence-Informed Decision Making Casebook: Issue Two. National Collaborating Center for Methods and Tools https://www.nccmt.ca/uploads/media/media/0001/01/a2f5368154e6c632b70812c69ebd601fc07e9b87.pdf
Population centre and rural area classification:
1. rural area (<1000 people and <400 per m2)
2. small population centre (1,000 to 29,999)
3. medium population centre (30,000 to 99,999)
4. large urban population centre (100,000 or greater