Knowledge translation: a brief introduction
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A practical introduction to KT for researchers.
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Knowledge translation: a brief introduction
- 1. Knowledge Translation What is it and how are we doing it? Cheryl Cook, Research Associate Geriatric Medicine Research Dalhousie University/Capital Health Halifax, NS
- 3. Perhaps we could make that a bit simpler for you…
- 8. Bonus fact: there are over 90 terms in use for KT.
- 10. The Knowledge to Action Cycle (CIHR)
- 11. We’ll break that down for you.
- 20. Let's look at some of the elements of KT.
- 33. For more information on KT and research at GMR: http://geriatricresearch.medicine.dal.ca/ gmru@dal.ca
Notes de l'éditeur
- There are 90+ terms for KT in use today. This is probably not helpful. However the CIHR defintion is the standard one in our area of practice, and has been adopted by other groups.
- This may seem easy but often people lose sight of the mnost fundamental part of this: you must be translating knowledge (nad by that we mean evidence) and there must be a practical use for that knowledge. (Talk about this later with the KT imperaticvwe. This is your elevator pitch for KT. If you have a few extra floors, there are some basic ideas about KT that you should know
- Every project is different, but this is the generally accepted knowledge to action cycle that the CIHR has adopted. Centre is knowledge creation: refining the knowledge as we go through this process. The tools/products can be as abstract as decision making tools – in the case of our current KS, it will help us (and our partners in policy/practice) make decisions on the next areas of research, or what areas might need translating so they can more readily use the evidence etc., Around it is the action phase. These do not have to occur in a linear sequence and can influence and be influenced by the steps in the knowledge creation funnel. For example, We are working on this KS – we cannot just write up our findings and walk off. Our partners will be consulted to talk about how what we learn about dementia care workers perspectives can be considered when we think of the Nova Scotian context, they can help us understand what the barriers may be to this knowledge being used by people in policy and practice here, etc. We would then have to work with them to monitor any use of the knowledge that comes from this synthesis, and to evaluate it and any future work coming from this study.
- Every project is different, but this is the generally accepted knowledge to action cycle that the CIHR has adopted. Centre is knowledge creation: refining the knowledge as we go through this process. The tools/products can be as abstract as decision making tools – in the case of our current KS, it will help us (and our partners in policy/practice) make decisions on the next areas of research, or what areas might need translating so they can more readily use the evidence etc., Around it is the action phase. These do not have to occur in a linear sequence and can influence and be influenced by the steps in the knowledge creation funnel. For example, We are working on this KS – we cannot just write up our findings and walk off. Our partners will be consulted to talk about how what we learn about dementia care workers perspectives can be considered when we think of the Nova Scotian context, they can help us understand what the barriers may be to this knowledge being used by people in policy and practice here, etc. We would then have to work with them to monitor any use of the knowledge that comes from this synthesis, and to evaluate it and any future work coming from this study.
- 1. As well as the usefull ness and validity of the knwoledge
- Systematic reviews, meta-analyses, etc. Quantitative are most common, qualitative less common.
- Requires the most work, obviously.
- There is a whole field of study aournd this – but much more needs to be done to consider what sort of KT programs/interventions work best – in what context, etc.