Journal of Continuing Education in the Health Professions



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CURRENT ISSUE BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH		Volume 26 (2) Volume 26, Issue 2, Spring 2006 J Contin Educ Health Prof 2006; 26(2): RESEARCH ARTICLE Promoting the Skills of Knowledge Translation in an Online Master of Science Course in Primary Health Care Trisha Greenhalgh Jill Russell A b s t r a c t We present 4 key arguments: (1) knowledge translation requires tacit and explicit knowledge that must be introduced into the organization as well as simply acquired by individuals; (2) educating for knowledge translation must go beyond conveying facts and developing capability; (3) a constructivist and collaborative approach to education can address the needs of learners for knowledge translation; and (4) the online environment, if appropriately used, has many useful features for supporting constructivist and collaborative learning. We illustrate these arguments with reference to a part-time online master of science course whose learners are mostly senior health care professionals engaged in knowledge translation. Lessons for Practice Knowledge translation requires tacit knowledge (the informal, embodied knowledge for riding a bicycle or breaking bad news), as well as explicit knowledge (the codified and easily transferrable knowledge of evidencebased medicine) Tacit knowledge must be introduced into the organization and integrated into the knowledge-creation cycle as well as simply acquired by individuals A constructivist and collaborative approach to postgraduate education can promote the acquisition of tacit knowledge The online environment can provide (but does not guarantee) a constructivist learning experience Key Words: knowledge translation, master of science course, online learning, constructivist learning
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