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Related Experiment Video

Updated: May 26, 2026

Evidence-based Knowledge Synthesis and Hypothesis Validation: Navigating Biomedical Knowledge Bases via Explainable AI and Agentic Systems
05:47

Evidence-based Knowledge Synthesis and Hypothesis Validation: Navigating Biomedical Knowledge Bases via Explainable AI and Agentic Systems

Published on: June 13, 2025

Using problem-based case studies to learn about knowledge translation interventions: an inside perspective.

Sanjit K Bhogal1, Mary Ann Murray, Katherine M McLeod

  • 1Health Information Management, Department of Epidemiology, Biostatistics, and Occupational Health, McGill University, New Brunswick, Canada E1C 6C4. sanjit.bhogal@gmail.com

The Journal of Continuing Education in the Health Professions
|December 23, 2011
PubMed
Summary
This summary is machine-generated.

Problem-based learning (PBL) effectively trains novices in designing knowledge translation (KT) interventions. This case study showed PBL enhances stakeholder engagement and identifies barriers for implementing best practices, like stroke response protocols.

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Area of Science:

  • Health Services Research
  • Medical Education
  • Knowledge Translation

Background:

  • Designing knowledge translation (KT) interventions is challenging for novices.
  • Effective KT interventions are crucial for implementing best practices in healthcare.
  • Stakeholder engagement is key to successful implementation of healthcare changes.

Purpose of the Study:

  • To describe the experience of using problem-based learning (PBL) in a case study for planning a KT intervention.
  • To evaluate the effectiveness of PBL in developing knowledge and skills for KT processes.
  • To explore themes emerging from a PBL case study focused on implementing a stroke response protocol.

Main Methods:

  • A problem-based case study was used with six fellows and two faculty members at a KT Summer Institute.
  • Participants engaged in a 5-hour learning task over 2 days to develop a KT intervention for a stroke response protocol.
  • Qualitative reflection on the group's experience yielded emergent themes.

Main Results:

  • Four key themes emerged: balancing stakeholder engagement with progress, understanding research gaps and the Knowledge-to-Action Framework, exploring KT research methodologies, and the value of a supportive training environment.
  • Participants expanded their understanding of KT and fostered peer learning.
  • The supportive environment enabled identification of stakeholders, discussion of barriers, and consideration of KT interventions.

Conclusions:

  • Small-group PBL case studies are valuable for strengthening KT capacity and knowledge.
  • PBL facilitates learning about stakeholder engagement, barrier identification, and intervention design in KT.
  • Future training programs should incorporate PBL to enhance KT skills for healthcare professionals.