Abstract
We present 4 key arguments: (1) knowledge translation requires tacit and explicit knowledge that must be introduced into the organization as well as simply acquired by individuals; (2) educating for knowledge translation must go beyond conveying facts and developing capability; (3) a constructivist and collaborative approach to education can address the needs of learners for knowledge translation; and (4) the online environment, if appropriately used, has many useful features for supporting constructivist and collaborative learning. We illustrate these arguments with reference to a part-time online master of science course whose learners are mostly senior health care professionals engaged in knowledge translation.
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