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 27 (2) Volume 27, Issue 2, Spring 2007 J Contin Educ Health Prof 2007; 27(2):72 FOUNDATIONS OF CONTINUING EDUCATION Continuing Education at the Cutting Edge: Promoting Transformative Knowledge Translation Carol L. McWilliam A b s t r a c t As the evidence-based practice movement gains momentum, continuing education practitioners increasingly confront the challenge of developing and conducting opportunities for achieving research uptake. Recent thinking invites new approaches to continuing education for health professionals, with due consideration of what knowledge merits uptake by practitioners, who should play what role in the knowledge transfer process, and what educational approach should be used. This article presents an innovative theory-based strategy that encompasses this new perspective. Through a facilitated experience of perspective transformation, clinicians are engaged in an on-thejob process of developing a deeply felt interest in research findings relevant to everyday practice, as well as ownership of that knowledge and its application. The strategy becomes a sustainable, integrated part of clinical practice, fitting naturally within its dynamic, unique environment, context, and climate and overcoming the barrier of time. Clinician experience of a top-down push toward prescribed practice change is avoided. With an expanded role encompassing facilitation of active learning partnerships for practice change, the continuing educator fosters a learning organization culture across the institution. The resultant role changes and leadership and accountability issues are elaborated. Lessons for Practice Planning continuing education for promoting the application of research findings in clinical practice requires careful consideration of whether the knowledge is factual evidence, how-to knowledge, or insights informing human understanding. If the topic is about how to do something or how to be with others in clinical practice, the continuing education approach to knowledge translation needs to enable clinicians to integrate their personal knowledge, human understanding, and the social and cultural aspects of their work context in adapting and applying the new information from research. Organizational policies about promoting uptake of research for practice refinements need to consider research findings that fall outside the traditional definition of evidence. Evaluation of continuing education aimed at promoting knowledge translation needs to include description of changes in the art of practice, as well as measurement of the clinical outcomes of specific procedures and techniques. Continuing education policies and evaluation strategies need to reflect the shared ownership of responsibilities and accountabilities for achieving the uptake of knowledge from knowledge translation efforts. Key Words: knowledge translation, transformative learning, continuing education innovation, evidence-based practice, team learning, research transfer.
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