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Volume 28 (3)
Volume 28, Issue 3, Summer 2008 
J Contin Educ Health Prof 2008; 28(3):180
RESEARCH ARTICLE
Angela Colantonio, Pia C. Kontos, Julie E. Gilbert, Kate Rossiter, Julia Gray, Michelle L. Keightley A b s t r a c t Introduction: The aim of this project was to develop and evaluate a research-based dramatic production for the purpose of transferring knowledge about traumatic brain injury (TBI) to health care professionals, managers, and decision makers. Methods: Using results drawn from six focus group discussions with key stakeholders (consumers, informal caregivers, and health care practitioners experienced in the field of TBI) and relevant scientific literature, a 50-minute play was produced for the purpose of conveying the experiences of TBI survivors, informal care providers, and health practitioners and best practice for TBI care. A self-administered postperformance survey was distributed to audience members at the end of four performances in Ontario, Canada, to evaluate the play’s efficacy. Two hundred ninety-one questionnaires were completed. The questionnaire had five questions scored on a 5-item Likert scale with space for open-ended comments. Results: Consistently high mean scores from the questionnaires indicate that theater is a highly efficacious and engaging method of knowledge transfer, particularly for complex material that deals with human emotion and interpersonal relationships. Discussion: Responses supported the effectiveness of drama as a knowledge translation strategy and identified its potential to impact practice positively. Key Words: education, continuing, brain injury, theater, knowledge transfer, professional education, evaluation Lessons for Practice
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