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Knowledge, Power, and Technology: A Narrative Review of Knowledge-Sharing in Project ECHO (Extension for Community
Sanne Kaas-Mason1, Cynthia Whitehead, Stella Ng
1Ms. Kaas-Mason: Wilson Centre, University Health 9 Network/University of Toronto. Dr. Whitehead: Director and Scientist, Wilson Centre, University Health Network (UHN)/University of Toronto (UofT); BMO Financial Group Chair in Health Professions Research at UHN, and Professor, Dept of Family & Community Medicine, Temerty Faculty of Medicine, UofT. Dr. Ng: Director and Education Scientist, Centre for Advancing Collaborative Healthcare & Education (CACHE), Scientist, Wilson Centre, University Health Network (UHN)/University of Toronto (UofT), and Associate Professor, Department of Speech-Language Pathology, UofT; and Dr. Rowland: Wilson Centre and Medical Education, University Health Network (UHN)/University of Toronto (UofT), and Associate Professor (status), Department of Occupational Science and Occupational Therapy, Temerty Faculty of Medicine, UofT.
Project ECHO, a virtual education model, uses technology to share knowledge and mitigate power dynamics. This review highlights how its design fosters participation and equitable knowledge exchange among diverse providers.
Area of Science:
- Health Professions Education
- Digital Health
- Knowledge Management
Background:
- Project ECHO is a virtual educational innovation facilitating knowledge-sharing.
- This review examines its role as a technology-enabled interface.
- It critically analyzes power dynamics and communication technology within Project ECHO.
Purpose of the Study:
- To understand Project ECHO as a technology-enabled interface for knowledge-sharing.
- To critically assess the role of power dynamics in its deployment.
- To explore the sociomaterial aspects of its communication technology.
Main Methods:
- A narrative review methodology was employed for comprehensive literature analysis.
- Thematic analysis informed the data interpretation.
- Forty-five articles and one book chapter (2015-2024) on Project ECHO in Canada were included.
Main Results:
- The study identified an awareness and mitigation of power dynamics within Project ECHO.
- Pedagogical designs and interactive processes promote participant engagement.
- Technology enables broad geographical participation, countering hierarchical structures.
Conclusions:
- Scholarly attention to Project ECHO advances understanding of technology-enabled innovations in complex power dynamics.
- Future research should integrate critical and sociomaterial lenses for deeper insights.
- This approach enhances knowledge sharing in virtual educational settings.
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