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      Building knowledge translation competency in a community-based hospital: a practice-informed curriculum for healthcare providers, researchers, and leadership

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          Abstract

          Background

          Enacting knowledge translation (KT) in healthcare settings is a complex process that requires organizational facilitation. In addition to addressing organizational-level barriers, targeting individual-level factors such as KT competencies are a necessary component of this aim. While literature on KT competency training is rapidly growing, there has been little exploration of the potential benefits of training initiatives delivered from an intra-organizational perspective. Addressing this gap, we developed the Knowledge Translation Facilitator Network (KTFN) to meet the KT needs of individuals expected to use and produce knowledge (e.g., healthcare providers, research staff, managers, family advisors) within an academic health sciences center. The aim of this study is to describe the development, implementation, and evaluation of the KTFN curriculum.

          Methods

          An educational framework was used to guide creation of the KTFN curriculum . Stakeholder interviews, a literature review of KT competency, and environmental scan of capacity building initiatives plus adult learning principles were combined with in-house experience of KT practitioners to inform content and delivery. An evaluation strategy consisting of pre/post-test curriculum and post-session satisfaction surveys, as well as post-curriculum interviews assessed impact on participant knowledge and skills and captured perceived value of KFTN.

          Results

          The curriculum has been delivered three times over 3 years, with 30 individuals trained, representing healthcare providers, graduate level research trainees, managers, and family advisors. Using the New World Kirkpatrick Model as an analysis framework, we found that the KTFN curriculum was highly valued and shifted learners’ perceptions of KT. Participants identified enhanced knowledge and skills that could be applied to different facets of their work; increased confidence in their ability to execute KT tasks; and intention to use the content in future projects. Barriers to future use included time to plan and conduct KT activities.

          Conclusion

          KTFN was developed to enhance KT competency among organizational members. This initiative shows promise as a highly valued training program that meets both individual and organizational KT needs and speaks to the importance of investing in tailored KT competency initiatives as an essential building block to support moving evidence into practice.

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          Most cited references 1

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          Think pair share: a teaching learning strategy to enhance students' critical thinking

           M Kaddoura (2013)
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            Author and article information

            Contributors
            cprovvidenza@hollandbloorview.ca
            atownley@hollandbloorview.ca
            jwincentak@hollandbloorview.ca
            speacocke@hollandbloorview.ca
            skingsnorth@hollandbloorview.ca
            Journal
            Implement Sci
            Implement Sci
            Implementation Science : IS
            BioMed Central (London )
            1748-5908
            3 July 2020
            3 July 2020
            2020
            : 15
            Affiliations
            [1 ]GRID grid.414294.e, ISNI 0000 0004 0572 4702, Holland Bloorview Kids Rehabilitation Hospital, ; 150 Kilgour Road, Toronto, ON M4G 1R8 Canada
            [2 ]GRID grid.17063.33, ISNI 0000 0001 2157 2938, Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Department of Occupational Science & Occupational Therapy, Rehabilitation Sciences Institute, University of Toronto, ; 150 Kilgour Road, Toronto, ON M4G 1R8 Canada
            Article
            1013
            10.1186/s13012-020-01013-y
            7333339
            © The Author(s) 2020

            Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

            Funding
            Funded by: FundRef http://dx.doi.org/10.13039/100010652, Holland Bloorview Kids Rehabilitation Hospital Foundation;
            Categories
            Research
            Custom metadata
            © The Author(s) 2020

            Medicine

            knowledge translation, competency, training, curriculum development

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