Grant Generating Project (GGP)

Project Description and Fellows’ Responsibilities

An information session will be held on August 7 (12:00-1:30 pm EST) to introduce the Fellows, Course Faculty and Mentors to the program. This year, Mentors are expected to take an active role in the program to provide Fellows with timely feedback on key milestones. 

Learning Objectives
By the end of this course, GGP Fellows should be able to develop and describe an integrated research project or program relevant to primary care research. This will include being able to effectively communicate a research agenda in various formats from written to oral for a range of audiences with varying levels of research experience. The learning objectives for this course are:

  • To increase the competency of scientific communications.
  • To understand the techniques and methods used for developing a scientific protocol in health research.

Readings will be distributed throughout the modules.

Evaluation will be based completion of each online module, participation in the in-person sessions and completion of the milestones. 

Please note that we will have a GGP Fellow and Alumnae event after each in-person session so plan your travel according.  We strongly encourage Fellows to attend NAPCRG.

GGP Fellows who complete the course will have access to that year’s material after the course completion. 

If a Fellow has not self-selected a mentor, one will be assigned. Mentors should be met with formally at least 6 times during the year. 

Each GGP Fellow will also be assigned to a course Faculty.  Specific questions can be addressed by making an appointment with that Faculty member that will be done through our virtual meeting software (ZOOM).  All Fellows should have a laptop or computer with a working mic, speakers and preferably a camera. 



Release Date

Module Title

Module Details

Milestones & Due Dates

ORIENTATION VIRTUAL MEETING – August 7, 2019 – 12:00 – 1:30 pm EST - ZOOM

Aug 12

1 Effective Writing Strategies


how to conceptualize a research problem, overcoming writers block, critical thinking, organization, avoiding jargon


Sep 2:

1-page conceptualization of research 

Sep 2

2 Knowledge Translation / Dissemination

understanding the knowledge dissemination including how to develop and write a knowledge translation plan and identify knowledge users

Sep 16:

Identification of knowledge users, decision about research partners, draft of KT plan


VIRTUAL CLASS – Q & A – September 11, 2019 - 12:00 – 1:30 pm EST – ZOOM

Sep 16

3 Development of Research Question

defence/explanation of research paradigms, building the research question and understanding the

 difference between question, objectives, link with hypothesis


Sep 30:

Research objectives and preliminary research questions - MENTOR FEEDBACK REQUIRED

Sep 30

4 Conducting Literature Reviews

concept vs problems, identifying gaps, keys to literature reviews, building a search strategy

Oct 14:

Literature review for protocol, finalized research objectives and questions


Oct 14

5 Writing the Methods Section

identifying methods that answers research question, use of theoretical models and framework, different sections, justifications







Oct 28:

First draft completed of methods section of protocol

Oct 28 at the latest:

Draft protocol with background, objectives, research question(s) and methods - MENTOR FEEDBACK REQUIRED


SESSION II: In-person (NOVEMBER 16, 2019– 9:00 am- 5:00 pm– NAPCRG in Toronto, ON, Canada):

8:30 – 9:00 Introductions and Icebreaker (breakfast provided)

9:00 - 10:30 Peer-Reflective Consultations

The Fellows will break into groups of three.  Each triad will engage in a reflective exercise that follows the same 30-minute structure.  At the end of the first 30 minutes, the next fellow will become the presenter. 

  1. A 7-minute presentation will be given by Fellow 1 that briefly states their research objective and then presents what challenges they have faced in developing their protocol. During the presentation, the other Fellows will listen and cannot interrupt the presentation or ask questions of the presenter.
  2. After the presentation, Fellow 2 and Fellow 3 will take turns asking questions of Fellow 1 for a total of 10 minutes. The presenter will answer questions as briefly as possible.
  3. Fellow 2 and Fellow 3 will then discuss the challenges as they understand it while Fellow 1 listens for 10 minutes. This gives an opportunity for the presenter, Fellow 1, to reflect on the interaction without the pressure of having to respond to ideas at that time. The task for the “consultants”, Fellow 2 and Fellow 3, is to generate ideas, solutions, opinions, options, etcetera. Fellow 2 and 3 should NOT ask questions of Fellow 1. The task for Fellow 1 will be to listen to the reflecting conversation and note ideas that might be worth trying.
  4. In a final step, Fellow 1 will reflect for 3 minutes to Fellow 2 and 3 on his/her experience of listening to their conversation and to identify three things that stood out for her/him.

This exercise is repeated until each Fellow in the triad has a chance to be the presenter.

10:45- 12:30 Peer-Review Activity
Each Fellow will be assigned a partner who is another Fellow prior.  They will each receive the draft grant protocol of their assigned partner (2 weeks in advance).  In this exercise, they are expected to draft the blank tables of results or table of expected themes (depending on methods) from the draft protocol they are provided with.  They will spend 45 minutes each (for a total of 90 minutes) asking their partner for any information that they felt was missing or unclear for producing the blank tables/anticipated results.  The author of the protocol is not allowed to “present” their grant but only to respond to the questions from their partner.  This will highlight logic/information gaps that still exist in protocol and the research objectives/questions.

12:30 – 1:30 – Networking Lunch (lunch provided)

1:30 – 4:00 Dragons’ Den aka Sharks’ Tank
In the afternoon, each of the Fellows will “pitch” their grant application idea in a Dragons’ Den format.  The Fellow will present a 3-minute “pitch”.  This will be followed by one question each from the “Dragons” for maximum of 6 minutes. The “Dragons” will declare if they would have funded the “pitch” or allowed it past the LOI stage (6 minute). At least one “Dragon” will be a course faculty who is an experienced researcher with the Fellows taking turns as “Dragons”. Unlike the famous TV Dragons, they will be a source of constructive feedback. One Fellow will act as a note taker for the Fellow who is pitching their grant idea.

4:00 – 5:00 Feedback and Evaluation
The day will wrap up with an open Q & A session for the Fellows to the Faculty, Instructors and Course Director and to provide feedback on the course to-date. The Fellows will be expected to incorporate the feedback in their protocol and to finalize their concept paper which will be uploaded to the learning platform by December 1 at the latest.  Feedback will be provided by Jan 30, 2020.



Release Date

Module Title

Module Details

Milestones & Due Dates

Jan 6

6 Other Grant Sections

understanding spin, understanding what your study will and will not contribute, having a plan b for negative results etc.


Jan 20:

Limitations and Implications sections

Jan 20

7 Building a Timeline

how to develop a timeline and calculate resources, calculating time needed


Feb 3:

Timeline attached to protocol objectives and methods with feedback incorporated - MENTOR FEEDBACK REQUIRED


Feb 3

8 How to Create a Budget

building a budget for Canada and the US granting opportunities

Feb 17:

Budget attached to protocol objectives and methods


VIRTUAL CLASS – Q & A – February 19, 2019 - 12:00 – 1:30 pm EST – ZOOM


Feb 17

9 Creating a CV


biosketch and CV’s

Mar 9:



Mar 9:

Description of where the protocol will be submitted with title of grant and abstract/summary


Mar 9

10 Adapting to Granting Agency Requirements – tips and trick from experienced applicants

modifying the revised protocol to a specify granting agency application

April 6 at the latest:

Complete grant application with all sections required by the granting agency (i.e. CV, budget, abstract) and description of funding opportunity you are applying for - MENTOR FEEDBACK REQUIRED


Apr 13

11 Reviewing Grants

Instructions on how to review a grant

May 2 (in-person):

Bring review of the grant from one of your peers to the in-person session that you will be assigned Apr 13


SESSION IV (May 1, 2020 – Salt Lake City, UT):

9:00 – 12:00 Peer Review Panel / Mock Study Section

12:00 – 12:30 Lunch Break

1:00 – 2:30 Peer Review Panel / Mock Study Section
Each Fellow will have an expert reviewer assigned to their grant as well as one of their Fellows.  Fellows will be divided into two groups to run a mock peer review / study section. The reviewers will score the grant and provide reviews to be discussed at the meeting.  This will be Chaired by the Course Faculty with Fellows taking turn to act as scientific officer and a community member will provide feedback on each grant. The Fellows will be asked to vote on each application and will have access to the grants during the committee discussions. The feedback from the reviewers, the other Fellows and the scientific officer will be provided to each Fellow one week after the in-person session.

2:30 - 3:00 Group Expert Feedback
The Fellows will have a discussion with their expert reviewers for a general “Ask the Expert” session.  The group dynamic will allow the “reviewer” to address issue that may not have been highlighted in specific proposals.

3:00 – 3:15 Break

3:15 - 4:00 Large Group Discussion
Wrap up of the day with an open Q & A about protocols, budget items, CV’s etc as well as the Reviewers own experiences with grant reviews. The Fellows will be expected to incorporate the feedback in their protocol which will be uploaded to the learning platform by June 30, 2020 at the latest and the certificate of completion will be sent once this milestone is met.

4:00 – 5:00 Course Assessment
The Fellows, the Faculty, Instructors and Course Director will complete written surveys and discuss what they appreciated about the course and what needs to be changed or modified for the following year. Achievement of learning objectives will be evaluated.

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