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The effect of knowledge translation procedures on application of information from a continuing education conference

Joseph Schreiber¹, Robin L Dole

¹Department of Physical Therapy, Chatham University, Pittsburgh, PA 15232, USA. JSchreiber@Chatham.edu

Pediatric Physical Therapy : the Official Publication of the Section on Pediatrics of the American Physical Therapy Association

|June 28, 2012

Abstract

Purpose:

This study investigated the effect of knowledge translation procedures as part of a continuing education conference for pediatric physical therapists on knowledge and frequency of use of tests and measures.

Methods:

All attendees (28) were invited to complete a baseline self-report survey on knowledge and frequency of use of skills related to the use of standardized measures. Eleven attendees participated in the additional knowledge translation activities, including a 90-minute session during the conference and follow-up online interaction.

Results:

On the baseline survey, conference attendees rated themselves higher on frequency of use compared with knowledge. The 8 conference attendees who completed the follow-up survey rated themselves higher in some aspects of knowledge and frequency of use of the skills related to standardized assessment.

Conclusions:

The knowledge translation activities were easy to implement and led to positive changes in level of knowledge and frequency of use of tests and measures.

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