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Abstract
There is confusion and misunderstanding about the concepts of knowledge translation,
knowledge transfer, knowledge exchange, research utilization, implementation, diffusion,
and dissemination. We review the terms and definitions used to describe the concept
of moving knowledge into action. We also offer a conceptual framework for thinking
about the process and integrate the roles of knowledge creation and knowledge application.
The implications of knowledge translation for continuing education in the health professions
include the need to base continuing education on the best available knowledge, the
use of educational and other transfer strategies that are known to be effective, and
the value of learning about planned-action theories to be better able to understand
and influence change in practice settings.