Increased collaboration and personal contact between researchers and policy-makers could lead to increased access to information, improve policy-makers' trust in the research, enhance their understanding of, and competency in, research methods and the skills required to access research findings, and allow them to influence the research and make it more relevant to their own needs.
Methods like research-oriented teaching, project-based learning or game-based learning are suitable techniques to promote a deeper understanding and develop competencies in respect to complex dynamic systems.
These extra steps placed a particular emphasis on developing an understanding and acceptance of competencies by staff.
In order to engage in EBDM one needs a specified mix of knowledge, understanding and skills, or "competencies" [ 6] for EBDM processes.
This has been illustrated with an example, showing the need for a system and user to be able to discuss the learner model using options such as statements, agreement/disagreement, challenges and requests for information; and being able to refer to user and system beliefs about the learner's understanding, skill level and competencies, and the evidence that led to these beliefs.
Effective communication, across, between and among individuals from diverse cultures is a critical strategy for increasing global competencies, understanding and mutual respect.
Collaboration between care providers will be enhanced through a greater understanding and respect of roles, competencies and perspectives of care.
As can be expected, among providers at "pure" sites, there was a lack of understanding and appreciation of the competencies and models of care of other types of obstetric providers.
Also, several studies make reference to desirable learning outcomes such as cultural competency, international understanding, and development of values of social responsibility achieved through immersion in culturally diverse settings [ 4, 6, 17].
Questions concerning curriculum and teaching included: teaching hours and content; satisfaction with the course and its outcome; their understanding of CB competencies and any specific competencies they consider including in the curriculum.
