Abstract
BackgroundClinicians are important stakeholders in the translation of well-designed research evidence into clinical practice for optimal patient care. However, the application of knowledge translation (KT) theories and processes may present conceptual and practical challenges for clinicians. Online learning platforms are an effective means of delivering KT education, providing an interactive, time-efficient, and affordable alternative to face-to-face education programs.ObjectiveThis study investigates the availability and accessibility of online KT learning opportunities for health professionals. It also provides an analysis of the types of resources and associated disciplines retrieved by a range of KT synonyms.MethodsWe searched a range of bibliographic databases and the Internet (Google advanced option) using 9 KT terms to identify online KT learning resources. To be eligible, resources had to be free, aimed at clinicians, educational in intent, and interactive in design. Each term was searched using two different search engines. The details of the first 100 websites captured per browser (ie, n=200 results per term) were entered into EndNote. Each site was subsequently visited to determine its status as a learning resource. Eligible websites were appraised for quality using the AACODS (Authority, Accuracy, Coverage, Objectivity, Date, Significance) tool.ResultsWe identified 971 unique websites via our multiple search strategies. Of these, 43 were health-related and educational in intent. Once these sites were evaluated for interactivity, a single website matched our inclusion criteria (Dementia Knowledge Translation Learning Centre).ConclusionsKT is an important but complex system of processes. These processes overlap with knowledge, practice, and improvement processes that go by a range of different names. For clinicians to be informed and competent in KT, they require better access to free learning opportunities. These resources should be designed from the viewpoint of the clinician, presenting KT’s multifaceted theories and processes in an engaging, interactive way. This learning should empower clinicians to contextualize and apply KT strategies within their own care settings.
Highlights
Efforts to improve the quality of health care delivery for better patient outcomes continue to be impeded by a gap between the creation and dissemination of high quality evidence and its translation into clinical practice and policy
43 were health-related and educational in intent. Once these sites were evaluated for interactivity, a single website matched our inclusion criteria (Dementia Knowledge Translation Learning Centre)
knowledge translation (KT) is an important but complex system of processes. These processes overlap with knowledge, practice, and improvement processes that go by a range of different names
Summary
Efforts to improve the quality of health care delivery for better patient outcomes continue to be impeded by a gap between the creation and dissemination of high quality evidence and its translation into clinical practice and policy We know this disconnect can result in under-prescription of proven, effective treatments, or the continued promotion of less effective or even harmful interventions [1]. While EBM has inevitably resulted in a more conscientious seeking of evidence by clinicians with concomitant benefits for patients, its focus is squarely on individual clinician decision-making responsibilities It does not, and cannot, address the levers, mechanisms, and barriers that effect systematic and sustainable change within the complex organizations and systems in which clinicians work. Online learning platforms are an effective means of delivering KT education, providing an interactive, time-efficient, and affordable alternative to face-to-face education programs
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