The Manitoba Training Program for Health Services Research is a one-year training program offered to thesis-based master’s and PhD students. Students may receive support from the program for a total period of one year (September to August), with $17,850 per year for master's students and $22,500 for PhD students. Benefits are not provided.
Students receiving other awards will have their program stipends adjusted accordingly and will be given an incentive top-up. Please refer to the tabs below for for more information.
Top up guidelines
Maximum amount students can receive (all funding sources combined, including MTP):
- MSC - $26,775
- PhD - $35,000
Students (MSc and PhD) with Research Manitoba (formerly MHRC) Awards (assuming that they receive $17,850 from Research Manitoba):
- MSc students will receive $8,925 from MTP for a total of $26,775 ($17,850 MHRC + $8,925 MTP)
- PhD students will receive $17,150 from MTP for a total of $35,000 ($17,850 MHRC + $17,150 MTP)
Students with Canadian Institutes of Health Research (CIHR) Awards (assuming that they receive $17,500 as an MSc student or $30,000 as a PhD student):
- MSc students will receive $9,725 from MTP for a total of $26,775 ($17,500 CIHR + $9,275 MTP)
- PhD students will receive $5,000 from MTP for a total of $35,000 ($30,000 CIHR + $5,000 MTP)
Students with University of Manitoba Graduate Fellowship (UMGF) Awards (MSc students receive $14,000 from UMGF; PhD students receive $18,000 from UMGF):
- MSc students will receive $12,775 MTP for a total of $26,775
- PhD students will receive $17,000 MTP for a total of $35,000
Students with other awards (either from other sources, or from the above sources but with differing amounts; conditional on their guidelines):
- MSc and PhD student with an additional award equal to or less than $8,925 will receive $17,850 and $22,500 of MTP funds respectively
- MSc students with an additional award greater than $8,925 will receive MTP funds to a combined total (including all funds) of $26,775
- PhD students with an additional award greater than $8,925 will receive MTP funds to a combined total (including all funds) of $35,000
- Regardless of how much funding students receive from MTP, it is expected that they will participate in all MTP activities.
- The MTP stipend will cease prior to the end of the funding year if at any time the student’s status has changed (e.g., leave from the program) during the course of that year.
- MTP students are expected to devote the majority of their time to graduate training. They should ensure that the number of hours per week committed to non-research activities (e.g., Teaching Assistantship, paid employment) does not exceed 20 hours per week. Those engaged in paid work beyond 20 hours may have their stipends reduced.
- MTP students are required to submit a progress report prior to August 31 of their funding
Manitoba Training Program for Health Services Research (MTP) must complete the following training activities in addition to any requirements of their respective graduate programs:
- Enrol for credit in the MTP seminar series CHSC 7730: Topics in Health Services Research
- Enrol in credit for CHSC 7320, Organization and Finance of the Canadian Health Care System
- Attend at least one knowledge translation workshop offered by the Manitoba Centre for Health Policy
- Conduct an approximate 10-week (full-time equivalent not to exceed 20 weeks in total) Manitoba-based work experience practicum aimed at bridging the gap between research and practice.
- Acknowledge MTP support (and support of MTP funders) in appropriate publications and/or presentations.
On a competitive basis, students will be supported to participate in and attend the annual Canadian Association for Health Services and Policy Research (CAHSPR) Conference.
Health Services Research definitions
Health Services Management and Administration: Study of the organization of health services and the impact of management and organizational practices on performance.
Health Policy: Study of the political, social, and economic conditions and determinants of health across populations and the way that the public health system regulates and delivers healthcare and social services.
Health Services Outcome and Evaluation: The systematic evaluation of the impact of health services (mental health, primary care, acute care, chronic care, continuing care) on health status for a given population using quantitative, qualitative, and mixed methods.
Health Information Management: Interdisciplinary analysis and research to improve the design, development, evaluation, and use of electronic health solutions.
Health Economics: The student of resources allocation with the health sector and the application of economic analysis and theory to healthcare issues and policy.
Health Technology Assessment: A multidisciplinary process to evaluate the properties, effects, and/or impacts of health technology, including the social, economic, organizational and ethical issues of a health intervention or health technology.
Knowledge Translation: The development of knowledge and research skills that will contribute to effective use of evidence-based research in the development of health services and the healthcare system improve healthcare outcomes.
Health Promotion: The process of enabling people to increase control over their health and its determinants, and thereby improve their health (WHO).
The comments below have been shared with us by preceptors who have worked with our students.
“It has been our sincere pleasure and privilege to have a Manitoba Training Program student work in our department for the first time.
The individual’s ability to work independently was unparalleled. Her interactions with the team were mature and respectful. She made efficient use of her time and went above and beyond what was asked of her.
It was such a valuable contribution to finally have someone who not only had time and interest to collect and analyze this data, but who brought such an interesting outside perspective, along with very practical recommendations for our program.
The results of her project have already been presented to our department head and are being used as part of our continuous quality improvement efforts and towards our upcoming accreditation.”
Dr. Carrie Lionberg and Dr. Gillian Alcolado
Perinatal Mental Health Clinics
Clinical Health Psychology Department
Winnipeg Regional Health Authority
“The distinct academic backgrounds of each Manitoba Training Program student lead to a unique and valuable perspective being applied to each of their projects.
It was a pleasure to mentor the students and to get to observe their growth as they further learnt how to put research into practice.
The placement was mutually beneficial for both parties with the students producing deliverables that will serve to inform policy decisions aimed at improving [health] care for Manitobans.”
Louann Van Damme
Policy and Standards
MHSAL Manitoba Health, Seniors and Active Living
“The students from the Manitoba Training Program brought excellent research skills and were able to work independently on projects that were of great value to Manitoba Health, Seniors and Active Living.
We have been fortunate to have several Manitoba Training Program students make important contributions, using strong qualitative and quantitative data collection and analysis skills, undertaking pan-Canadian environmental scan of services and literature reviews to identify trends and gaps to inform policy decisions aimed at improving care for Manitobans.
Manitoba Training Program students present with professionalism, are eager learners and valuable contributors.
They bring new ideas, methodological knowledge and encourage the learning and development of the teams they work with while developing their own learning, leaving behind high quality products which are used long after the placements are completed.”
Acute, Tertiary and Specialty Care
MHSAL Manitoba Health, Seniors and Active Living
“I have partnered with numerous service areas within the Winnipeg Regional Health Authority in hosting a Manitoba Training Program student.
Student projects have been selected based on emerging system priorities and issues. The Manitoba Training Program leadership has been exceptional in ensuring that student interests have been matched to these system issues. Without exception, each of the student projects has been extremely valuable. They have been shared with providers, planners and decision makers.
Every effort has been made to ensure that the preceptor experiences have been ‘value add’ to not only the learner but also to the system.
True applied learning!”
Primary Health Care and Chronic Disease
Winnipeg Regional Health Authority
The comments below were shared by alumni who took part in the Manitoba Training Program for Health Services Research.
“I can confidently say the Manitoba Training Program for Health Services Research has broadened my graduate experience.
Participating in the Manitoba Training Program allowed me to connect and engage with decision-makers and clinicians in my area of research interest, and most importantly, taught me to critically think about bridging the gap between research and practice through the seminar and work placement at Shared Health.
I strongly recommend the Manitoba Training Program to health research students hoping to learn more about how they can apply their research to practice, and also looking for an opportunity to use their research skills in a real-world setting.
I sincerely appreciate everything the program allowed me to experience and taught me over the year!”
Janelle Boram Lee
MSc, Community Health Sciences
"The gap between evidence and practice was something I encountered many times while working in health care and has been central to my interest in health research.
Participating in the Manitoba Training Program gave me a first-hand look into how decision-makers incorporate evidence into policies that directly affect patients and health care providers, and also impact greater society.
My field placement at Manitoba Health was perfectly tailored to my pharmacy background but also challenged me to think differently about health policy.
One of the most valuable components of the Manitoba Training Program was building partnerships with evidence-users by incorporating stakeholder feedback into a research proposal.
Knowing stakeholders are interested and invested in my research gives me renewed enthusiasm for my PhD training in evidence-making.
I am confident my experience in the Manitoba Training Program has helped prepare me for a future career, whether as an evidence-maker or evidence-user!"
“I really liked the Manitoba Training Program - the engaging classes, the connections to leaders in the field, the CAHSPR conference - all these elements have been thought-provoking and career-propelling.
My placement in MHSAL has been fulfilling work, and something I couldn't have done on my own.
The placement is carrying me into future work perspectives which is exciting and empowering.
When I think back to before the program I realize how far I've been ushered, and I am grateful for the privilege and opportunities.
MSc, Community Health Sciences
“Participating in the Manitoba Training Program proved to be a valuable learning experience, and a highlight of my graduate program.
Coming from Sociology, it was fascinating to reconceptualize my theoretical knowledge of the health care system in an applied way that would be useful to policy-makers.
I enjoyed the guest speakers that came regularly to Dr. Doupe’s seminar, as they gave greater insights for the needs of research in policy.
Through the Manitoba Training Program placement, I gained valuable experience working for Manitoba Health, Seniors and Active Living, and was able to try my hand at policy-writing.
Manitoba Training Program provided many networking opportunities to connect with others in the field who share common research interests and have a passion for health care improvement.
I highly recommend the Manitoba Training Program for anyone conducting health research!”
Kaitlyn Obedzinski Kuryk
“Participating in the Manitoba Training Program provided me with valuable experience and knowledge that would have otherwise been missing from my graduate education.
Seminars with key decisions makers allowed us to critically think and gain vital insight into the issues within our health system.
In addition, the hands-on work experience allowed us to understand the real-world challenges faced by policy-makers and how we, as researchers, can address them.
I believe the skills this program develops within students are vital to every health researcher, new or established and am extremely grateful for the opportunity I was given.
Thank you for the experience!”
MSc, Community Health Sciences
“Participating in the Manitoba Training Program has been a highlight of my graduate degree.
The course was an invaluable lesson in connecting my research area to the practical solutions required for today’s health care system.
My placement at MHSAL was an incredible opportunity to put my academic learning into practice while growing my professional network.
Thank you Malcolm and Naatasha for your support!”
MSc, Community Health Sciences
The field placement is equal to about 10 weeks of full-time work, with the student working three to four days per week, ideally.
Skills and experiences
The placement should provide the student with some of the following skills and experiences:
- an understanding of the structure/policies/function of the field placement agency, as well as the social, political, and economic context in which the agency functions and how this context impacts decision-making
- participation as an effective team member, including multiple interactions with decision-makers through meetings and other available mentoring opportunities, such as shadowing
- engagement in a project or projects that involve conceptualizing, planning, and determining/negotiating for the resources necessary to complete the projects
- an understanding of issues of confidentiality, privacy, access, and reporting of results
Potential field placement activities and projects
Student can expect to take part in the following:
- conduct literature reviews
- perform environmental scans
- prepare service portfolios for care areas within agencies/branches
- develop learning and working plans for agencies/branches
- develop workshops, presentations, resource guides, etc. and make recommendations to policy analysts
- participate in and present at meetings and seminars
- write policy papers and report summaries and analyses
Sample field placements
Manitoba Health, including:
- Aboriginal and Northern Health Office
- Acute, Tertiary & Specialty Care
- Continuing Care
- Palliative Care
- Primary Care
- Palliative Care Sub-Program
- Critical Care Program
- Research and Evaluation Unit
- Quality and Decision Support Division
Opportunities also exist at the following:
- Canadian Mental Health Association, Manitoba Division
- CancerCare Manitoba, including IN SIXTY
- Deer Lodge Centre
- Health Canada, including Strategic Policy Branch and First Nations & Inuit Health Branch
- Healthy Child Manitoba
- Information Management, Cross-Department Coordination Initiatives (CDCI)
- Manitoba Child and Family Services
- Manitoba Follow-up Study
- Manitoba Institute for Patient Safety
- Manitoba Metis Health and Wellness
- Public Health Agency of Canada, Manitoba and Saskatchewan Region
- Southern Health and other RHAs
Field placement process
After starting the program in the fall, the student submits a field placement form to the Manitoba Training Program with the interests and availability.
The program director and coordinator meet to discuss options and ideas for placement agencies and work with student to identify a potential field placement opportunity or agency.
The director and coordinator will contact potential agencies to explore possibilities and to see if agency has resources to host a placement, including pay, a mentor, and networking opportunities.
The director and coordinator liaise with agency supervisor and student to determine parameters of placement, including activities, tangible products for the agency, and how the placement will promote the goals of the agency.
The coordinator arranges an interview with the agency supervisor/mentor and student to ensure that the placement will be a good fit for all parties. Further development of placement parameters can take place during the interview.
The agency supervisor writes the draft contract and forwards it to MTP, who will liaise between the agency and student to make changes to the terms and timeline for the agreement until the agency, MTP, and the student all find the terms to be appropriate for the placement.
Edits are incorporated and forwarded on to director for final review. Once the contract is finalized and signed, coordinator emails a pdf of signed copy (agency, student and MTP director signatures required) to agency and student.
The coordinator will set up teleconference between MTP and the agency or will meet with the agency supervisor in person, during the placement to ensure that the student's responsibilities and progress are meeting the requirements of the agency.
The coordinator will contact the student during the placement to ensure that the overall placement objectives are being met and that the placement matches the interests of the student.
Prior to end of placement, the coordinator forwards the field placement performance appraisal form to agency supervisor and the progress report to the student for completion.
Admission and application requirements
Selection process and criteria
MTP gives preference to students who are conducting health services research that engages with and is directly applicable to the local healthcare environment in Manitoba.
Students must be accepted and enrolled in a thesis-based master's of PhD graduate program at the University of Manitoba. Preference will be given to students in their first or second year of training.
Students may only take the program once and cannot reapply.
Students are required to complete an MTP application form, submit current copies of all post-secondary academic transcripts, their curriculum vitae and references and contacts.
An adjudication committee will review all applications; select students may be interviewed as part of the adjudication process.
Final decisions will be made in April of each year.
As part of the application process, students will be asked about:
- Graduate research and topics of interest
- How their research interests relate to the definition of health services research
- How their research will guide healthcare reform
- Why they are interested in the program and what their expectations are
- Their career aspirations in health services research, including what they've done to prepare and how the program will advance their goals
- Any other funding agencies or awards they have applied for
How to apply
The Manitoba Training Program for Health Services Research (MTP) welcomes applicants from health and non-health backgrounds – and a wide-range of other units and disciplines – provided they are interested in health services research.
Application deadline: April 12, 2022
- Unofficial copies of transcripts and degree certificates
- Two reference contacts (one of these references must be current academic advisor)
Please submit your application form and all supporting documents via email to firstname.lastname@example.org by the application deadline.
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