Developing a Knowledge Translation Curriculum within TEACH Eddy Lang Teejay Jirasevijinda
The Goal Participants will gain the knowledge, attitudes and skills to play a leading role in the development and implementation of collaborative and multidisciplinary models to improve health systems using best evidence and adapting it to local contexts.
How do we get there?
KT Track Vers. 1.0 • • • • •
Iterative approach Pragmatic / project-oriented Group vs. Individual Following the KTA Cycle Focused discussions and interactive exercises to match needs • Can it be re-created?
KT Version 2.0 • Structured session development • Preparatory exercise (module G) and session-specific reading. • KT resources are the driving manual • Curriculum is the map • Knowledge / Attitudes / Skills
Session overview #1 – Define the Problem & Scope #2 – Adapt Knowledge to Local Context #3 – Assess Barrier to Knowledge Use #4 – Select, Tailor & Implement Interventions #5 – Monitor Knowledge Use #6 – Evaluate Outcome (& Sustain knowledge use)
Barriers • Knowledge – No awareness
• Attitude – Skepticism
• Organizational – Time – (Dis-incentives) – Admin support
KT Interventions • • • • • •
Opinion leader Audit and feedback Reminders Order sets / pathways Multifaceted Tailored
KT = Evidence based QI • Collective (‘constructed’) problem definition • Systematically gather ‘internal’ + ‘external’ evidence • Draw on health services and implementation research • Measurable and sustainable impact • Maintain currency • Case example: Allen Hospital HF project