The case for knowledge translation: shortening the journey from evidence to effect

Davis, Dave; Evans, Mike; Jadad, Alex; Perrier, Laure; Rath, Darlyne; Ryan, David P.; Sibbald, Gary; Straus, Sharon E.; Rappolt, Susan; Wowk, Maria; Zwarenstein, Merrick

doi:10.1136/bmj.327.7405.33

Cited by 573 publications

(436 citation statements)

References 17 publications

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“…The term 'knowledge translation' (KT) is increasingly used to describe the work required to close or bridge these gaps. [10][11][12][13][14][15] KT is becoming common vocabulary, but it is not clearly defined nor are there agreed meanings in many areas of health and social care. The core issue involves the multiple interpretations, paradigm perspectives and discourses that exist across a range of contexts.…”

Section: Introductionmentioning

confidence: 99%

Exploring conceptualizations of knowledge translation, transfer and exchange across public health in one UK region: a qualitative mapping study

Visram¹,

Goodall²,

Steven³

2014

Public Health

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. ABSTRACTObjectives: Knowledge translation (KT) is becoming common vocabulary, but as a concept it is not clearly defined. Many related terms exist; these are often used interchangeably and given multiple interpretations. While there is a growing body of literature exploring these concepts, using it to inform public health practice, strategy, research and education is challenging given the range of sources and need for local 'contextual fit'. This study explores how various public health stakeholders make sense of, and experience, KT and related concepts. Study design:A qualitative mapping study using a phenomenographic approach.Methods: Thirty-four academics, students and practitioners working in public health across the north east of England participated in six focus groups and five one-to-one interviews.Discussions were audio-recorded, transcribed and analysed using a thematic framework approach. The framework drew on findings from reviews of the existing literature, whilst allowing unanticipated issues to emerge.Results: Three main themes were identified from the stakeholder discussions: Conclusions: This study has enabled further development of theoretical understandings of the KT discourses at play in public health, and identified the ways in which these may be bound by discipline and context. Ironically, the findings suggest that terms such as knowledge translation, transfer and exchange are seen as themselves requiring translation, or at least debate and discussion.

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Section: Introductionmentioning

confidence: 99%

Exploring conceptualizations of knowledge translation, transfer and exchange across public health in one UK region: a qualitative mapping study

Visram¹,

Goodall²,

Steven³

2014

Public Health

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“…system-level components, such as the structural, infrastructural, regulatory, political and socio-historical context of the existing healthcare system, are largely absent (Berwick 2003;davis et al 2003;Graham et al 2006;Grol and Grimshaw 1999;Helfrich et al 2007;Jacobson et al 2003;Kitson et al 1998Kitson et al , 2008Lavis et al 2003;stetler 2003;Ward et al 2009), or recognized but given scant description (dobbins et al 2002;Greenhalgh et al 2004), in much of the theoretical work in the knowledge-to-practice literature. findings from this study demonstrated that certain features of the healthcare system -its delivery and support structure, IT infrastructure, policy environment and history of limited collaboration and weak working relationships across organizations -were problematic in the context of sRT implementation.…”

Section: Discussionmentioning

confidence: 99%

Health System-Level Factors Influence the Implementation of Complex Innovations in Cancer Care

Urquhart¹,

Jackson²,

Sargeant³

et al. 2015

hcpol

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Background: The movement of new knowledge and tools into healthcare settings continues to be a slow, complex and poorly understood process. In this paper, we present the system-level factors important to the implementation of synoptic reporting tools in two initiatives (or cases) in Nova scotia, Canada. Methods: This study used case study methodology. data were collected through interviews with key informants, document analysis, non-participant observation and tool use/examination. Analysis involved production of case histories, analysis of each case and a cross-case analysis. Results: The healthcare system' s delivery and support structure, information technology infrastructure, policy environment and history of collaboration and inter-organizational relationships influenced tool implementation in the two cases. Conclusions:The findings provide an in-depth, nuanced understanding of how healthcare system components can influence the implementation of a new tool in clinical practice.

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“…Expectations of education interventions have progressed to knowledge translation (exchange, synthesis and ethical application of knowledge) (Davis et al 2003), with educational interventions likely to be complex in design. As noted by Davis and colleagues, at the base of knowledge translation is predisposition to change which is brought about through increasing knowledge or skills.…”

Section: Sensitivity Of the Questionnairementioning

confidence: 99%

Development of a questionnaire for evaluating genetics education in general practice

et al. 2010

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To support developments in genetics education, we constructed the GPGeneQ questionnaire to assess skills required for the practice of genetics by general practitioners (GPs). We describe the process of developing and validating this questionnaire to provide a detailed guide in the construction for questionnaires in the application of evaluating genetics education. The GPGeneQ was developed through a multi-step process with the initial draft based on a theoretical framework and literature review. The subsequent draft instrument contained three scales pertaining to GPs' knowledge, self-reported behaviour and attitudes regarding genetics in medicine. Content and ecological validity were measured by an iterative Delphi process involving experts, GPs and consumers of health services. Piloting to assess construct and criterion validity was conducted with a sample of GPs attending an educational workshop that was presented on a number of separate occasions in Victoria, Australia. Results from evaluations of 145 GPs participating in ten workshops revealed evidence for validity and reliability of the GPGeneQ: knowledge change (p<0.001; CI, −1.63 to −0.68), behaviour change (p<0.001; CI, −4.15 to −2.21), attitudinal change (p=0.002; CI, −2.68 to −0.62). This paper details the procedures involved in developing and validating an assessment questionnaire for genetics education. The GPGeneQ is the first validated questionnaire covering a broad range of topics that is designed to provide a reliable measure for the evaluation of genetics education specifically in general practice. The procedures used are transferable to the construction of any instrument for use in genetics or other medical education.

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The case for knowledge translation: shortening the journey from evidence to effect

Cited by 573 publications

References 17 publications

Exploring conceptualizations of knowledge translation, transfer and exchange across public health in one UK region: a qualitative mapping study

Exploring conceptualizations of knowledge translation, transfer and exchange across public health in one UK region: a qualitative mapping study

Health System-Level Factors Influence the Implementation of Complex Innovations in Cancer Care

Development of a questionnaire for evaluating genetics education in general practice

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