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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

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Published on: December 9, 2022

Innovative teaching methods for capacity building in knowledge translation.

Hayfaa A Wahabi1, Lubna A Al-Ansary

  • 1Sheikh Bahmdan Chair for Evidence-Based Healthcare and Knowledge Translation, King Saud University, College of Medicine, Riyadh, Kingdom of Saudi Arabia. umlena@yahoo.com

BMC Medical Education
|October 18, 2011
PubMed
Summary
This summary is machine-generated.

Healthcare providers can enhance knowledge translation (KT) skills through innovative methods like debates and knowledge translation projects (KTPs). These approaches build capacity for evidence-based practice and policy-making.

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Area of Science:

  • Healthcare research and policy
  • Medical education and training
  • Knowledge translation and implementation science

Background:

  • A gap exists in national institutions for evidence synthesis in healthcare decision-making.
  • Healthcare providers need enhanced skills for knowledge brokering and advocacy.
  • Capacity building in knowledge translation (KT) is crucial for effective evidence use.

Purpose of the Study:

  • To introduce and evaluate two innovative methods for capacity building in knowledge translation.
  • To assess the effectiveness of debate and knowledge translation projects (KTPs) in enhancing KT skills.
  • To explore healthcare practitioners' perceptions of new methods for evidence implementation.

Main Methods:

  • A workshop was conducted for 21 trainers in evidence-based medicine.
  • Two methods were employed: (1) debate to strengthen critical thinking and evidence appraisal, and (2) KTP to introduce KT steps and an extended practitioner role.
  • Participant performance was assessed, and feedback was gathered through questionnaires and group discussions.

Main Results:

  • Participants demonstrated proficiency in both debate and KTP methods.
  • The debate approach enhanced motivation and added purpose to evidence-based medicine skills.
  • KTP improved understanding of evidence-implementation links and motivated public health problem investigation, though some perceived it outside their role.

Conclusions:

  • Debate and KTP are accepted methods for healthcare practitioners to improve knowledge translation skills.
  • These methods contribute to capacity building for evidence-based decision-making in healthcare.
  • Further practical guidance may enhance the effectiveness of these innovative KT training approaches.