Policy Engagement and Briefs
4 hours
Through input, discussion and practical activities, students learn what policy briefs are and how researchers and advocacy groups use them to influence policy making and implementation. They appreciate the need for knowledge translation and effective communication with non-scientific audiences in order to achieve impact on policy and practice.
Outcomes
By the end of this session, students can
- Describe the key components of a policy brief.
- Explain the purpose of a policy brief for a particular context.
- Write a policy brief.
Preparation
Make and practise a PowerPoint presentation to introduce the topic.
Share a number of policy briefs with students.
Find or design a set of practical tips on writing a policy brief.
View and prepare to screen the suggested video case study (or find an alternative), design guiding questions for group discussions, and line up screening logistics, such as the projector and speakers for an in-person session.
Select two or three other case studies (in document or video format).
Identify and invite a guest speaker to present on their experience in knowledge translation.
Use these resources to prepare. You may consider sharing some with the students.
- Hofman, K. et al (2013). WHO Intersectoral Case Study: Successful Sodium Regulation in South Africa.
- Oliver, K., Innvar, S., Lorenc, T., Woodman, J., & Thomas, J. (2014). A systematic review of barriers to and facilitators of the use of evidence by policymakers. BMC Health Services Research, 14(1), 2.
- Lavis JN, Permanand G, Oxman AD, Lewin S & Fretheim A. (2009). SUPPORT Tools for evidence-informed health Policymaking (STP) 13: Preparing and using policy briefs to support evidence-informed policymaking. Health Research Policy and Systems 2009, 7 (Suppl 1):S13
- Oliver, K., & Cairney, P. (2019). The dos and don’ts of influencing policy: a systematic review of advice to academics. Palgrave Communications, 5(1), 1-11
- WHO. African Health Action Toolkit: Engage.
Assessment
Essay assignment: the use of policy briefs to influence the tobacco industry.
Group work: design an infographic for a policy brief.
Individual or group assignment: write a policy brief on your own research or an assigned study.
Steps
| Time | Step | Who |
|---|---|---|
| 15 minutes | 1. Define “a policy brief” | Facilitator |
| 45 minutes | 2. Screen and discuss a case study | Facilitator, plenary |
| 30 minutes | 3. Learn about knowledge translation | Guest speaker, plenary |
| 45 minutes | 4. Develop a policy brief | Individuals or groups |
| 45 minutes | 5. Present outlines and discuss conclusions | All students, facilitator |
Step 1. Define “a policy brief”
15 minutes
Present an introduction and overview, including examples, types, components, purpose, and potential impact of policy briefs.
Step 2. Screen and discuss a case study
45 minutes
Introduce, screen and discuss the suggested video case study (or an alternative).
You could ask questions such as:
What is the problem?
Who are the actors? What are their interests in the outcome?
Who is the audience for a policy brief in this example?
What is the desired result of a policy brief in this case?
What evidence from research would you include in a policy brief?
Step 3. Learn about knowledge translation
30 minutes
The invited guest speaker shares one or more examples of policy briefs. They describe their experience of distilling research findings into core evidence and arguments that are clear and thorough, yet brief enough to capture the attention of targeted decision-makers.
Students have the opportunity to ask questions about the example/s and the process, skills and impact involved in knowledge translation. The group discuss strengths and limitations: How effective is a policy brief as a mechanism for knowledge transfer?
Step 4. Develop a policy brief
45 minutes
Share tips on writing a policy brief and/or screen a video with guidance. Then, individually or in a group, students outline a policy brief, based on their own research project or an assigned example.
Step 5. Present brief outlines and discuss conclusions
45 minutes
Students present their outlines in plenary and discuss insights and challenges. For each brief, peers identify three strengths and three points of clarification. As facilitator, note the main points arising from the discussion and share them during or after the session.
