Virtual Knowledge Brokering: Describing the Roles and Strategies Used by Knowledge Brokers in a Pediatric Physiotherapy Virtual Community of Practice

Abstract

Introduction: Knowledge transfer in pediatric rehabilitation is challenging and requires active, multifaceted strategies. The use of knowledge brokers (KBs) is one such strategy noted to promote clinician behavior change. The success of using KBs to transfer knowledge relies on their ability to adapt to ever-changing clinical contexts. In addition, with the rapid growth of online platforms as knowledge transfer forums, KBs must become effective in virtual environments. Although the role of KBs has been studied in various clinical contexts, their emerging role in specific online environments designed to support evidence-based behavior change has not yet been described. Our objective is to describe the roles of, and strategies used by, four KBs involved in a virtual community of practice to guide and inform future online KB interventions. Methods: A descriptive design guided this study and a thematic content analysis process was used to analyze online KB postings. The Promoting Action on Research in Health Sciences knowledge transfer framework and online andragogical learning theories assisted in the coding. A thematic map was created illustrating the links between KBs' strategies and emerging roles in the virtual environment. Results: We analyzed 95 posts and identified three roles: 1) context architect: promoting a respectful learning environment, 2) knowledge sharing promoter: building capacity, and 3) linkage creator: connecting research-to-practice. Strategies used by KBs reflected invitational, constructivism, and connectivism approaches, with roles and strategies changing over time. Discussion: This study increases our understanding of the actions of KBs in virtual contexts to foster uptake of research evidence in pediatric physiotherapy. Our results provide valuable information about the knowledge and skills required by individuals to fulfill this role in virtual environments.

Can a Community of Practice Improve Physical Therapists’ Self-Perceived Practice in Developmental Coordination Disorder?

“…To explore CoP impact on behavioral change factors documented in the literature, paired t-tests were performed on the 5 Continuing Professional Development Reaction Questionnaire domains. 29…”

“…Further study is also required to better understand why the CoP had no impact on the intention domain of the Continuing Professional Development Reaction Questionnaire or on PTs' behavioral change goals, and why, given the direct link assumed between intention and behaviors, 29,33 the pre-scores on intention did not predict change scores in PTs' behavioral goals. In fact, few of the factors explored were associated with change scores.…”

“…5) Pre-scores on the Continuing Professional Development Reaction Questionnaire. 29 Finally, to describe the CoP's impact on factors influencing PTs' ability to implement best practice, 2 strategies were used. First, to identify factors perceived by PTs as influencing their DCD practices, the pre-questionnaires completed prior to starting the CoP included 2 short open-ended questions about factors that positively or negatively influenced PTs' ability to implement DCD best practices.…”

“…Second, to describe the CoP's impact on factors that have been documented in the behavioral change literature as influencing practice, we compared PTs' pre-and post-scores on the 5 domains of the Continuing Professional Development Reaction Questionnaire. 29 Before completing the final questionnaire, participants were given a copy of their initial behavioral change goals to ensure that they responded with the same goal in mind.…”

Advancing patient engagement: youth and family participation in health research communities of practice

“…The practice is the development of strategies for improving child and family health and well-being, and the community are the youth and families, service providers, researchers, and policy makers that are brought together into action through the common concern (i.e., the research question). Learning is promoted in IN•GAUGE® health research CoPs through participatory action research protocols involving knowledge brokering and various feedback cycles with youth and families, researchers, service providers, and special knowledge holders [6, 20]. For learning to happen within health research CoPs, individuals need to be willing to contribute to the evolution of collective learning through sharing information, developing, and implementing strategies and conducting evaluations [21, 22].…”