Locally Driven Collaborative Projects (LDCP)
The Locally Driven Collaborative Projects (LDCP) program brings public health units together to develop and run research projects on issues of shared interest related to the Ontario Public Health Standards.
Working collaboratively on an LDCP helps connect students, academics, and organizations that are doing related work. Through LDCP, public health unit staff lead projects, strengthening their skills in research and project management, while ensuring that the results of these projects are directly relevant to the work of Ontario’s public health units.
Strengthening the public health system through collaboration towards applied research and evaluation on key public health issues
- Fostering collaborative partnerships amongst health units and key stakeholders.
- Increasing the capacity of health units through implementation of applied research and evaluation projects that are scientifically-sound and feasible, generating relevant knowledge for the Ontario public health system.
- To strengthen and sustain knowledge transfer among health units and between health units and other stakeholders
How LDCP Works
The LDCP program operates in four phases , guiding health units towards prioritizing ideas for projects, developing proposals, implementing their projects, and moving the project’s findings into action to improve public health programs or policy.
Public Health Ontario funds approved LDCP projects and supports participants throughout all phases, including:
- facilitated process for initial priority setting
- focused research facilitation
- training and skill development on a wide range of topics
- knowledge exchange opportunities
- resources and tools
- infrastructure for virtual collaboration
Getting involved in LDCP
Collaboration is a key component of the LDCP program. Public health unit staff academics and students can get involved.
"…the opportunity to participate was worthwhile, and I learned a lot about research, questionnaire development and the process. Working at a smaller, more rural health unit, the LDCP project gave me opportunities that would not have been available."
"I’ve expanded my personal network and connections and it’s not only with frontline staff. It’s with managers. It’s with epidemiologists. It’s with program specialists, with nurses, with health promoters."
Public health unit staff play many roles on an LDCP. They can lead the project, be a member of a team and contribute to the research project, or be engaged as a knowledge user who contributes by identifying their needs and how the project could address those needs.
Participating in an LDCP gives public health unit staff opportunities to make connections with others working in the field, attend workshops and other training opportunities on a wide range of topics, access the LDCP collaboration site and many research resources, complete a research project; and develop leadership and collaboration skills.
Academic partners bring invaluable knowledge to support the work of LDCP teams, both as a team member and an external reviewer.
"I also love the approach being taken by PHO in review. This is much more constructive than the competition model to using reviewer comments mainly to identify “winners” and “losers”. I would be happy to participate in a review again."
They help write the research proposal, carry out the research and disseminate the findings. Becoming involved in an LDCP team allows academics to get to know public health unit colleagues, strengthen the projects and assist in capacity building.
External reviewers will strengthen the proposal and have the opportunity to shape the LDCP project by supporting LDCP teams and providing guidance.
Students are engaged in each LDCP, receiving valuable research experience and the opportunity to network with LDCP team members. Most students are involved in the data collection or analysis phase of a project; in addition, they may also conduct literature reviews, draft manuscripts and recruit participants.
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