Disseminated learning from clinician-scientists: a multiple case study in physiotherapeutic care.

Area of Science:

• Healthcare Research
• Medical Education
• Knowledge Translation

Background:

• Clinician-scientists are vital for integrating scientific advancements into patient care.
• Limited evidence exists on how clinician-scientists bridge the science-care gap, particularly through indirect learning mechanisms.
• This study explores disseminated learning as an indirect pathway for knowledge transfer.

Purpose of the Study:

• To investigate how clinician-scientists facilitate disseminated learning among their clinical colleagues.
• To identify the mechanisms through which this indirect learning occurs.
• To understand the factors influencing disseminated learning in clinical settings.

Main Methods:

• The study involved five physiotherapeutic care settings in the Netherlands.
• Semi-structured interviews were conducted with five clinician-scientists and fourteen clinical colleagues.
• Thematic analysis was used to analyze the transcribed interview data.

Main Results:

• Clinicians reported informal learning from clinician-scientists, gaining knowledge on new treatments and research processes.
• Learning occurred mainly through knowledge sharing, with some role modeling and joint implementation.
• Interpersonal and organizational factors, including expertise overlap and organizational culture, influenced the learning process.

Conclusions:

• Disseminated learning is a key mechanism by which clinician-scientists connect scientific research with clinical practice.
• The study provides insights into the dynamics and facilitators/barriers of disseminated learning.
• Understanding these mechanisms can optimize the translation of research into improved patient care.