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To encourage the use of research-based information (RBI) in education in Quebec, the Centre de transfert pour la reussite educative du Quebec CTREQ and the RENARD team, a knowledge transfer research team, developed the Competency Model for Knowledge Translation to Support Educational Achievement among Quebec Youth. They then developed a pilot project involving 24 school practitioners working in seven schools in Quebec to validate the content of this framework and to encourage its implementation. The aim of the present study was to evaluate the processes and outcomes of this pilot project’s implementation.  Qualitative methods were used, involving data from: 1) three series of interviews with project participants, and 2) tracking sheets used to monitor activities carried out by project participants as well as by the project leaders supporting them in its implementation. Results showed the RAC implementation was able to influence participants’ perceptions regarding their role in the process of fostering RBI use and provided them with resources to fulfil that role. It also appeared that participants were able, to varying degrees, to extend this learning into their professional practice. The present article also highlights elements of the pilot project that facilitated or impeded the achievement of these outcomes and suggests areas to be considered for future interventions and studies related to the implementation of a competency model to encourage RBI use.

Evaluation of the Processes and Outcomes of Implementing a Competency Model to Foster Research Knowledge Utilization in Education