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Knowledge exchange for Attention Deficit Hyperactivity Disorder Research: an integrated evidence and knowledge
Peter Levesque1, Simon Davidson, Karen Kidder
1Provincial Centre of Excellence for Child and Youth Mental Health, Children's Hospital of Eastern Ontario, Ottawa, Ontario.
Introduction:
Knowledge Exchange refers to activities that help to create and support the conditions and culture that lead to the most effective access, implementation, utilization, and evaluation of the most credible evidence for improved mental health outcomes for children and youth in Ontario. Although knowledge exchange and associated concepts such as knowledge transfer and translation are increasingly well developed in other aspects of health and healthcare, it is underdeveloped in mental health generally. This paper introduces some of the basic concepts of knowledge exchange and calls for more development of knowledge exchange in the area of Attention Deficit Hyperactivity Disorder Research.
Methods:
This is a discussion paper that presents a general overview of the Centre's approach to knowledge exchange. It links the discussion to related concepts and to the need to overcome the research to practice gap. The Integrated Evidence and Knowledge Exchange Framework of the Provincial Centre of Excellence for Child and Youth Mental Health is introduced. Areas of active development in knowledge exchange are categorized into three objectives: context, content, and capacity.
Results:
The use of an Integrated Evidence and Knowledge Exchange Framework for the Centre's Grants and Awards program activities and evaluation has begun to explicitly and transparently link the evidence on effective knowledge exchange with the evidence on effective treatment for children and youth with mental health difficulties including ADHD. This framework is expected to produce greater transparency as well as improved attainment of outputs, outcomes, and impacts of these grants and awards in child and youth mental health.
Conclusions:
Knowledge exchange activities may reduce the confusion for parents & care-givers, practitioners, researchers, and administrators, seeking the most credible data, information and knowledge about the most effective treatments for ADHD. An active process that seeks to improve knowledge exchange for ADHD is needed.
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