Lost in knowledge translation: Time for a map?

Journal of Continuing Education in the Health Professions (Impact Factor: 1.32). 11/2006; 26(1):13 - 24. DOI: 10.1002/chp.47
Source: PubMed

ABSTRACT There is confusion and misunderstanding about the concepts of knowledge translation, knowledge transfer, knowledge exchange, research utilization, implementation, diffusion, and dissemination. We review the terms and definitions used to describe the concept of moving knowledge into action. We also offer a conceptual framework for thinking about the process and integrate the roles of knowledge creation and knowledge application. The implications of knowledge translation for continuing education in the health professions include the need to base continuing education on the best available knowledge, the use of educational and other transfer strategies that are known to be effective, and the value of learning about planned-action theories to be better able to understand and influence change in practice settings.

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Available from: Margaret B Harrison, Jul 16, 2015
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    • "This is not to suggest that the themes were arrived at deductively. Although names first given to the themes were refined following later readings of the literature, thereby providing connections with established work rather than reinventing ideas and adding to confusion concerning terminology in the KT literature (Graham et al., 2006), the themes were generated inductively. Each was emergent and represented an identified patterned response or meaning within the data set. "
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    • "The term evidence-based policy has been criticized as naïvely ignoring sociopolitical context and the need for negotiated decision-making in a pluralist democracy (Greenhalgh & Russell, 2009). Terms that suggest one-way linearity such as knowledge transfer are increasingly supplanted by more fluid and participative terms like knowledge exchange (Graham et al., 2006). And, despite definitions of the term knowledge translation that include concepts of exchange and multidimensionality (see, for example, WHO 2005 & NIDDR 2005 in Oborn, Barrett, & Racko, 2010), Greenhalgh and Wieringa (2011) argue that the metaphor embodied in the term constrains further study in the field by misrepresenting the socially constructed nature of how health knowledge is produced and used. "
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    • "NIDRR's management became aware of a new approach for encouraging the application of science-based knowledge by non-scholars called Knowledge Translation (Sudsawad, 2007). As mentioned earlier in this paper, the Knowledge Translation (KT) approach involves identifying and engaging targeted stakeholders to ensure the findings are captured and presented in the specific language, format, and media most relevant to each stakeholder group (Graham, et al, 2006). "
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