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Related Experiment Videos

Lost in knowledge translation: time for a map?

Ian D Graham1, Jo Logan, Margaret B Harrison

  • 1School of Nursing and Department of Epidemiology and Community Medicine, University of Ottawa, and Clinical Epidemiology Program, Ottawa Health Research Institute, Ottawa, Ontario, Canada.

The Journal of Continuing Education in the Health Professions
|March 25, 2006
PubMed
Summary
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Clarifying terms like knowledge translation and research utilization is crucial for effective healthcare. Understanding these concepts aids in applying best practices and improving health outcomes through evidence-based strategies.

Area of Science:

  • Health Professions Education
  • Knowledge Management
  • Evidence-Based Practice

Background:

  • Widespread confusion exists regarding terms like knowledge translation, knowledge transfer, research utilization, and dissemination.
  • These terms describe the process of moving research findings into practical application.
  • Lack of clarity hinders the effective implementation of evidence-based practices in healthcare settings.

Purpose of the Study:

  • To review and clarify the definitions of terms related to moving knowledge into action.
  • To propose a conceptual framework for understanding the knowledge-to-action process.
  • To explore the implications of knowledge translation for health professions continuing education.

Main Methods:

  • Literature review of terms and definitions.

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  • Development of a conceptual framework integrating knowledge creation and application.
  • Analysis of implications for continuing education strategies.

    • Main Results:

    • Identified significant overlap and confusion among various knowledge-to-action terms.
    • Presented a framework that delineates knowledge creation and knowledge application phases.
    • Highlighted the need for continuing education to be evidence-based and employ effective transfer strategies.

    Conclusions:

    • Clear definitions and a conceptual framework are essential for advancing knowledge translation.
    • Continuing education in health professions must prioritize best available evidence and effective strategies.
    • Understanding planned-action theories can enhance the implementation of changes in practice settings.