Evidence Governance: building critical competences to use evidence

In an era defined by the ubiquity of data and information, the concept of "Evidence Governance" has gained substantial significance. This abstract focuses on the critical competences required to harness and utilize evidence effectively in decision-making processes. Evidence governance goes beyond merely managing data; it encapsulates the ability to identify, evaluate, and apply relevant evidence in various contexts, including scientific research, public policy formulation, and business strategies. Evidence governance can be considered a subtheme of knowledge management umbrella concept, which involves both explicit and tacit knowledge.
In the context of Doctoral Education and training, the concept of evidence governance takes on particular importance, because this context is a special learning space where essential competences required for doctors must involves cultivating critical skills such as data and information literacy, research methodology, critical thinking, evidence-based practice, and ethical considerations. It also highlights the role of education and training in developing these competences and fostering a culture of evidence-informed decision-making. Starting by the problem of poor use of existing knowledge we aim to contribute answer the question: How to increase evidence use by building critical competences at Doctoral Education context?
This project is based on The European Competence Framework for Researchers, that has 7 competence areas (cognitive abilities, doing research, managing research, managing research tools, making an impact, working with others, self-management), with 38 competences, along 4 proficiency levels (foundational, intermediate, advanced, expert).
Rationale for Qualitative Methodology: The decision to utilize qualitative research methodology is grounded in the desire to explore the multifaceted dimensions of competences to use evidence.
This abstract focuses on project phase 1, which objective is to give cohesion to the project, through the mapping and synthesis of existing knowledge about strategies to develop critical skills for the use of evidence.