 The authors suggest that involving knowledge users, KU's, in the research process can help generate relevant knowledge and improve its uptake. They also propose an integrated knowledge translation, IPT, approach to embed KU involvement in a master's thesis project. This involved KU's in four distinct phases of the systematic review process, from proposal development through to end-of-study meetings. CUS engagement varied over time, but the authors suggest that regular team meetings and check-ins are important to ensure that the project remains focused and that KU's remain engaged. Ultimately, the authors argue that KU involvement can be beneficial to both the researchers and the KU's themselves, by providing insights into how research findings could be applied in practice or policy. This article is authored by Victoria Sanderson, Amanda Van Dyke, Jean Daniel Jacob, and others.