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Presentations beyond the matrix: The Fred MacLeod JPS lecture, CAPS 2019
1Sheffield Children's Hospital, Department of Paediatric Surgery, Sheffield, United Kingdom.
Journal of Pediatric Surgery
|March 17, 2020
Summary
Bridging the knowledge translation gap, which averages 17 years, requires rethinking how new evidence becomes clinical practice. Current presentation methods, assuming listening equals learning, are ineffective and hinder medical advancement.
Area of Science:
- Medical Education
- Knowledge Translation
- Health Systems Research
Background:
- The time from new evidence development to clinical practice adoption is approximately 17 years, termed the knowledge translation gap.
- Multiple factors contribute to this delay, with the delivery of information being a significant barrier.
- Current medical education paradigms often equate presenting information with effective learning, a notion unsupported by educational psychology.
Purpose of the Study:
- To identify and analyze the key factors contributing to the knowledge translation gap in medicine.
- To critically evaluate the efficacy of traditional presentation methods in facilitating the adoption of evidence-based knowledge.
- To propose a paradigm shift in knowledge translation by addressing the implicit assumptions in current educational practices.
Main Methods:
- Review of existing literature on knowledge translation, medical education, and health behavior change.
- Analysis of the psychological and educational evidence regarding learning from didactic presentations.
- Conceptual framework development based on the "Matrix" analogy to describe the current state of knowledge translation.
Main Results:
- The average delay between evidence generation and clinical implementation is 17 years.
- Traditional presentation methods, where information is read aloud, are ineffective for genuine learning and knowledge translation.
- The underlying belief that "reading out is teaching" and "listening is learning" creates a significant barrier.
Conclusions:
- The current methods of knowledge dissemination in medicine are fundamentally flawed and contribute significantly to the knowledge translation gap.
- Rethinking presentation and learning paradigms is crucial for accelerating the integration of evidence-based practices into clinical settings.
- Addressing the "Matrix of knowledge translation" requires challenging ingrained assumptions about how medical professionals learn and adopt new knowledge.
