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Related Experiment Videos

Continuing education at the cutting edge: promoting transformative knowledge translation.

Carol L McWilliam1

  • 1Faculty of Health Sciences, School of Nursing, University of Western Ontario, London, Ontario, Canada. cmcwill@uwo.ca

The Journal of Continuing Education in the Health Professions
|June 20, 2007
PubMed
Summary
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This study introduces a new continuing education strategy for health professionals to improve research uptake. It focuses on transforming perspectives to foster ownership of research findings for sustainable practice change.

Area of Science:

  • Health Professions Education
  • Knowledge Translation
  • Organizational Learning

Background:

  • The evidence-based practice movement necessitates effective research uptake by health professionals.
  • Traditional continuing education models face challenges in facilitating practical application of research findings.
  • New approaches are needed to integrate research into daily clinical practice.

Purpose of the Study:

  • To present an innovative, theory-based strategy for continuing education to enhance research uptake among health professionals.
  • To engage clinicians in a process of perspective transformation for deeper interest and ownership of research findings.
  • To foster a culture of learning and sustainable practice change within healthcare institutions.

Main Methods:

  • A facilitated, on-the-job strategy centered on perspective transformation.

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  • Engaging clinicians in developing interest and ownership of research relevant to their practice.
  • Redefining the continuing educator role to facilitate active learning partnerships.

    • Main Results:

    • The strategy promotes a deeply felt interest and ownership of research findings among clinicians.
    • It facilitates the integration of research into the dynamic clinical practice environment, overcoming time barriers.
    • Avoids a top-down approach, preventing clinician resistance to prescribed practice changes.

    Conclusions:

    • The presented strategy offers a sustainable model for research uptake in clinical practice.
    • It empowers continuing educators to foster learning organizations and institutional change.
    • Addresses role changes, leadership, and accountability in implementing practice change.