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 (Members only) FULL-TEXT		Volume 31 (4) Volume 31, Issue 4, Fall 2011 J Contin Educ Health Prof 2011; 31(4):268-275 INNOVATIONS Using problem-based case studies to learn about knowledge translation interventions: An inside perspective Sanjit K. Bhogal, Mary Ann Murray, Katherine M. McLeod, Anne Bergen, Brenna Bath, Anita Menon, Michelle E. Kho, Dawn Stacey A b s t r a c t Knowledge translation (KT) interventions can facilitate the successful implementation of best practices by engaging and actively involving various stakeholders in the change process. However, for novices, the design of KT interventions can be overwhelming. In this article, we describe our experience as participants in a problem-based case study on planning a KT intervention and reflect on the use of problem-based learning (PBL) to develop knowledge and skills relevant to the KT process. Participants were six fellows and two faculty members attending the 2009 Canadian Institutes of Health Research KT Summer Institute. Participants received a case study asking them to develop a KT intervention with the goal of implementing a stroke response protocol for hospital inpatients. The group was given 5 hours spread over 2 days to complete the learning task. As the members of the small group reflected on their experience with the case study, 4 themes emerged: (1) balancing engaging stakeholders with moving forward; (2) exploring the research gaps and role of the Knowledge-to-Action Framework; (3) investigating methodological approaches for KT research; and (4) experiencing a supportive training environment. Participation in the problem-based case study allowed participants to expand their individual understanding of KT, while fostering the learning experiences of other group members. In a supportive learning environment, participants were able to identify influential stakeholders for the stroke response protocol implementation, discuss potential barriers by stakeholder group, and consider effective KT interventions. Future training initiatives focusing on strengthening KT capacity and knowledge should consider using small-group problem-based case study to facilitate learning. Lessons For Practice An essential component of the Knowledge-to-Action Framework is the need to consider the values and goals of various stakeholders who are the end users of the knowledge being implemented. Stakeholders, invested in implementation of knowledge and essential to planning / completing of knowledge translation (KT) research, may not be familiar with (KT) research. Various methodological approaches may be necessary to plan and implement KT research. Participating in a small-group exercise can help groups to move beyond individual understanding of KT to its application in the context of the research. Delivery of a curriculum cannot substitute for skilled teaching staff or dedicated students. Constructive criticism and negotiating of opinion can lead to informed discussion and reflection.
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