Online Knowledge Translation Research Articles

Evidence-based early rehabilitation for children with cerebral palsy: co-development of a multifaceted knowledge translation strategy for rehabilitation professionals.

Cerebral palsy (CP) is the most common childhood physical disability. Early and evidence-based rehabilitation is essential for improving functional outcomes in children with CP. However, rehabilitation professionals face barriers to adopting evidence-based practices (EBP)s. The objective of this project is to develop a knowledge translation (KT) strategy to support CP-EBP among pediatric rehabilitation professionals. We follow an integrated KT approach by collaborating with clinician- and patient-partners. Partners engaged in co-design through team meetings and content review via email. The KT strategy comprises two components: (1) An electronic (e)-KT toolkit was created from summarized evidence extracted from randomized clinical trials on early rehabilitation for children with CP, and (2) a multifaceted online KT training program developed with guidance from a scoping review exploring effective KT strategies. The e-KT toolkit summarizes twenty-two early interventions for children with or at risk for CP aged 0-5 years. Each module features an introduction, resources, parent/family section, and clinician information, including outcomes, intervention effectiveness, and evidence level. The KT training program includes three 10-15 min video-based training modules, text summaries, quizzes, and case studies. Site champions, identified as qualified rehabilitation professionals, were onboarded to support the site implementation of the training program. A champion-training booklet and 1-hour session were designed to equip them with the necessary knowledge/resources. The tailored, multifaceted, and co-designed KT strategy aims to be implemented in pediatric rehabilitation sites to support professional's uptake of CP-EBPs. Lessons learned from its development, including the co-development process and multifaceted nature, hold potential for broader applications in rehabilitation.

Evaluating the delivery of physical activity for people with developmental disabilities using an online knowledge translation approach: part 2 – content quality

Objective Web-based platforms for delivering physical activity (PA) to people with developmental disabilities have a great potential to improve the lives of many. However, their design, including the content design, lacks sufficient investigation. This study aims to evaluate three online platforms for delivering PA to people with developmental disabilities in terms of content quality and identify relevant barriers and facilitators of PA delivery. Methods The study used a methodological triangulation approach which involved quantitative evaluations by experts using an evaluation rubric, on-site observations and in-depth interviews with recruited participants. The participants consisted of 15 pairs of individuals, each consisting of a person with developmental disabilities and their primary caregiver. They were instructed to watch and follow five PA video content from each of the three platforms. The on-site observations and interviews were conducted in a large computer-equipped meeting room setting. Results The quantitative and qualitative analysis identified a set of barriers and facilitators of PA delivery related to content quality. Key barriers identified include a lack of content diversity, insufficient understanding of developmental disabilities among content creators, inappropriate language usage, and resistance to engaging in physical activities in home settings. Significant facilitators were pinpointed, such as incorporating engaging elements for individuals with developmental disabilities, utilising easy-read language, and ensuring sufficient repetition for effective learning. The results from the triangulation showed that the multiple methods were complementary and converged on the same outcome. Discussion The study findings could contribute to the development of adequately adapted PA content to distribute knowledge to populations with developmental disabilities.

The experience of occupational therapists and physiotherapists using a prototype, evidence-informed online knowledge translation resource to learn about patient-defined, personally-meaningful chronic pain rehabilitation.

Chronic pain is a complex biopsychosocial experience, and rehabilitation helps people to manage pain, and restore valued life roles. Evidence suggests that more positive outcomes occur when clients perceive their rehabilitation to be meaningful. People with chronic pain describe rehabilitation as personally-meaningful when they develop a genuine connection with a credible therapist who they see as a guiding partner, and when rehabilitation holds personal value, is self-defined, and relevant to their sense of self-identity. This paper presents a qualitative study of therapists' experience using an e-learning package on patient-defined, personally-meaningful rehabilitation. A qualitative descriptive design was used to explore rehabilitation therapists' experience of a prototype evidence-informed, online resource developed on the basis of eLearning and web-design principles. Semi-structured interviews and focus groups were conducted with a purposive sample of occupational therapists and physiotherapists, and inductive coding and thematic analysis of transcripts was completed. Twenty-four therapists (12 occupational therapists, 12 physiotherapists) participated, representing a mix of gender and experience (early career; experienced; and specialist). Four themes and 12 sub-themes emerged from the analysis. The resource delivered a positive user experience, which added (translational) value to enhance learning, and participants were highly positive about the future potential of the resource to translate chronic pain rehabilitation research for early career, experienced, and specialist rehabilitation therapists. Results suggest that the disparate learning needs of rehabilitation therapists from diverse professional backgrounds and experience, may be addressed through the one resource. Participant feedback provides evidence that the resource fits with current models of learning and behaviour change. This study demonstrates the importance of basing online resources on eLearning and web-design principles to translate complex biopsychosocial chronic pain rehabilitation research for rehabilitation therapists.

Evaluating the delivery of physical activity for people with developmental disabilities using an online knowledge translation approach: part 1 – web accessibility

Background: Knowledge-to-action gap exists in delivering physical activity (PA) to people with developmental disabilities via online platforms. Although web-based platforms have great potential in facilitating the delivery of PA for this target group, the lack of knowledge regarding web accessibility poses a challenge in accessing PA-related information online.Objective: This study evaluates the delivery of PA in terms of web accessibility. It also aims to identify barriers and facilitators in delivering PA knowledge to people with developmental disabilities online to improve web accessibility for the target user group.Methods: The study employs a concurrent nested design incorporating both quantitative (web usability questionnaire) and qualitative data (in-depth interviews). Fifteen pairs of individuals consisting of a person with developmental disabilities and a primary caregiver participated in the study, and three web-based platforms were selected for web accessibility tests and in-depth interviews.Results: The nested analysis provides a quantitative comparison of web accessibility and identifies barriers and facilitators of delivering PA for the target user group from the web accessibility perspective. Conclusion: The study findings could inform the development of accessible online platforms that distribute health-related knowledge to populations with developmental disabilities. Additionally, they could help enhance the design of other platforms intended for these populations.

How do speech pathologists use the Australian Aphasia Rehabilitation Pathway to inform practice? A qualitative study

ABSTRACT Background Packaged evidence syntheses such as Best Practice Statements are important knowledge translation tools for improving healthcare provision. The Australian Aphasia Rehabilitation Pathway (AARP) is an online tool (www.aphasiapathway.com.au) based on the Aphasia Rehabilitation Best Practice Statements, developed to guide evidence-based aphasia services across the continuum of care. However, there has been no formal evaluation of the AARP’s implementation to date. Therefore, it is currently unknown whether and how speech pathologists use the AARP to guide their aphasia management practices, and how it can be enhanced to meet clinicians’ needs. Aims To explore Australian speech pathologists’ perceptions of (1) the usability and utility of the AARP, (2) how the AARP is currently used to inform aphasia management practices, (3) the potential impact of the AARP, and (4) how the AARP could be enhanced to meet clinicians’ identified needs. Methods and Procedures Semi-structured interviews guided by a framework for the development, implementation, evaluation, and reporting of online knowledge translation resources (Levac et al., 2015) were conducted with Australian speech pathologists working in aphasia services. Interviews were conducted via Zoom and accompanied by observations of participants’ self-navigation of the AARP. Qualitative content analysis of interview transcripts consisted of a combined deductive and inductive analytic approach. Outcomes and Results Eleven speech pathologists participated, who worked in predominantly public services in various clinical settings (acute, rehabilitation, and community) and had between 1 and 30 years of clinical experience. Cumulative AARP use over the previous 12-month period varied from 15 minutes to 10 hours. Participants identified a range of AARP benefits, such as being a source of knowledge and evidence, providing an overview of the patient journey, and providing resources. The AARP was used as a service improvement tool, a learning tool, and for accessing evidence, and was perceived to have direct and indirect impacts on knowledge and practice. Participants also recommended a number of enhancements to the AARP’s content and design to improve translation and clinical relevance, including updated recommendations, additional implementation resources, and improvements to layout and navigation. Conclusions The Australian Aphasia Rehabilitation Pathway was perceived as a valuable tool to inform evidence-based aphasia management. In order to remain relevant and useful, updated recommendations and links to clinically relevant resources are required. The suggested changes to content and design will inform an update of the AARP, which may in turn facilitate enhanced translation of evidence into practice and improve aphasia services.

A survey of speech pathologists' opinions about the prospective acceptability of an online implementation platform for aphasia services.

Online knowledge translation (KT) approaches are becoming increasingly prevalent within healthcare due to their accessibility and facilitation of international support networks. Online platforms enable timely and far-reaching dissemination of current evidence and best-practice recommendations. Although there is potential to improve the uptake of rehabilitation guidelines, it is essential to consider the acceptability of online approaches to healthcare professionals to ensure their successful integration within everyday clinical settings. To establish the prospective acceptability of a theoretically informed online intervention for speech pathologists, Aphasia Nexus: Connecting Evidence to Practice, that aims to facilitate the implementation of aphasia best practice. A mixed-methods multinational electronic survey based on the Theoretical Framework of Acceptability (TFA) completed by aphasia researchers and clinicians. A total of 43 participants completed the survey with 91% (n = 39) indicating that they would use Aphasia Nexus. Understanding the intervention and how it works (intervention coherence as per the TFA) was the key factor influencing the likelihood of integration within everyday clinical practice. Participants identified potential areas where the intervention could influence service change and also recommended further design and content changes to improve the intervention. Aphasia Nexus is an acceptable platform for further feasibility testing in the form of a pilot trial within an Australian-based health service. The study progresses the theory of TFA as it was a valuable framework facilitating the identification of prominent factors influencing acceptability. The study also informs further intervention refinements in preparation for the next stage of research. What is already known on the subject Online strategies have the potential to enhance KT and promote the uptake of rehabilitation guidelines. An online intervention, however, can only be effective if implemented well. For this reason, it is essential to establish the acceptability of online interventions to the intended recipients and therefore increase the likelihood of successful implementation. What this paper adds to existing knowledge This study used a theoretically based framework to establish the acceptability of an online implementation intervention, Aphasia Nexus, to multinational aphasia clinicians and researchers. It demonstrated the value in identifying the prominent factors influencing acceptability to inform further intervention refinements and warrant continuing research. What are the potential or actual clinical implications of this work? Speech pathologists should use online platforms to drive the implementation of best practice on an international scale. It is important for clinicians to have an in-depth understanding of online interventions and how they work to enhance their successful uptake into routine clinical practice. Aphasia Nexus is an acceptable online platform for implementing best practice in aphasia.

Identifying Key Steps in Developing a One-stop Shop for Health Policy and System Information in a Limited-resource Setting: A Case Study

Background: Limited understanding exists about the development of online one-stop shops for evidence in a limited-resource setting, such as Uganda. This study aimed to provide a comprehensive account of the development process of the online resource for local policy and systems-relevant information in this setting. Methods: We utilized a case study design to address our objective where the case (i.e., unit of analysis) was defined as “the Uganda clearinghouse for health policy and system (UCHPS) the development process”. We collected data from multiple sources, including key informant interviews, participant observations, and archival records to develop a comprehensive account of the case under investigation. Results: We found out that the development of Uganda clearinghouse for health policy and system (UCHPS) followed a seven-step process, characterized by iterations that occurred within and between the steps. The essential components of the process included concept development, prototyping the key structure, engaging with policymakers, researchers, and other stakeholders, mobilizing and indexing the content, disseminating the resource, user-testing, and updating the system. Conclusion: Our study provides key steps for developing a one-stop shop for local evidence to inform health policy and system decisions. Researchers and institutions, especially those in low and middle income countries (LMICs) may apply this step-by-step inventory to develop similar resources. The inventory is based on knowledge translation (KT) evidence and product design principles along with insights drawn from the practical experience of developing an online KT platform in a limited-resource setting.

Online Knowledge Translation Program Involving Video Games and University Student-Led Tutorials About Cannabis and Psychosis for Black Youth: Mixed Method Feasibility Study.

BackgroundWe have piloted a new online knowledge translation (KT) program created to educate youth about cannabis effects, which uniquely focuses on mental health risks for Black youth. Youth are generally unaware of the research linking underage usage and the risk of psychosis. Youth from some Black racialized communities in Ontario may be disproportionately affected and in need of this knowledge.ObjectiveBecause very little is known about the acceptability and feasibility of programs educating Black youth about cannabis and psychosis risk, we evaluated this KT program, which consists of tutorials facilitated by university students and video games.MethodsThis mixed methods pilot study evaluates the transfer of knowledge about cannabis and psychosis risk before and after the online KT program and, at the same time, explores participant satisfaction with the program and views about underage use. Eligible participants were youth 16-19 years of age of Black African or Caribbean descent. Trained undergraduate students from McMaster University administered a quiz (psychosis and cannabis test; PCT) to evaluate knowledge before and after the KT program. After playing the psychoeducational video games, participants attended two tutorial group sessions led by undergraduate students. The undergraduate students facilitated the online tutorials about cannabis and psychosis. The tutorials augmented the educational content embedded within the gameplay: participants discussed what they learned from the video games and their understanding of psychosis and the effects of cannabis. In addition, undergraduate students qualitatively analyzed the tutorial discussions for themes, and the prequiz and postquiz scores were analyzed for significant differences in scores.ResultsA total of 9 Black youth were recruited and completed this pilot study. The mean PCT scores were 5.67 (SD 1.7) and 7.78 (SD 1.8) before and after the KT program, respectively. There was a significant improvement in scores (P<.05) post-KT program. Thematic analysis of the facilitated tutorials revealed three major themes: video game satisfaction, marijuana and psychosis literacy, and help-seeking awareness. Overall, participants showed an increased awareness and understanding of the subject matter after the gameplay and tutorial intervention.ConclusionsWhen supplemented with tutorial sessions, the Back to Reality Series shows promise for addressing the gap in knowledge about cannabis and psychosis, and the results provide preliminary evidence that the games appeal to Black youth.

Evaluating the effectiveness of let's talk period's high school educational outreach program: A pilot study.

Menorrhagia impacts ~40% of adolescent females, with about half having an underlying bleeding disorder, most commonly von Willebrand Disease (VWD). VWD affects ~1 in 1000 individuals, though many are unaware of their condition. Let's Talk Period (LTP) is an online knowledge translation platform aimed at increasing awareness of bleeding disorders symptoms, with a validated self-administered bleeding assessment tool (Self-BAT). To evaluate the effectiveness of the LTP high school outreach program in Grade 9 girls' health classes quantitatively, using baseline, post-presentation, and follow-up quiz scores, and qualitatively, with student and teacher feedback forms. The 75-minute in-class presentations, developed in alignment with the 2015 Ontario Curriculum for Grade 9 Health and Physical Activity, were led by a haemophilia nurse, clinical research assistant, and undergraduate student from the LTP team. Students completed baseline, post-presentation, and 4-6-week follow-up Kahoot quizzes featuring the same nine questions to evaluate change in knowledge levels and retention. Both student and teacher feedback were collected. There was a significant increase (p<0.001) from baseline to post-presentation scores, with a significant gain in knowledge, for all questions (p<0.01). Students found content related to the basics and management of menstruation to be most interesting. Many had constructive feedback on how the presentation method could be improved. On average, the presentations were rated an 8.6 of 10 by students and 8.75 of 10 by teachers. The LTP high school outreach program effectively increases student knowledge of menorrhagia and bleeding disorders. It was well-received by students and staff alike.

Online Mental Health Animations for Young People: Qualitative Empirical Thematic Analysis and Knowledge Transfer.

BackgroundMental ill-health is one of the most significant health and social issues affecting young people globally. To address the mental health crisis, a number of cross-sectoral research and action priorities have been identified. These include improving mental health literacy, translating research findings into accessible public health outputs, and the use of digital technologies. There are, however, few examples of public health–oriented knowledge transfer activities involving collaborations between researchers, the Arts, and online platforms in the field of youth mental health.ObjectiveThe primary aim of this project was to translate qualitative research findings into a series of online public mental health animations targeting young people between the ages of 16 and 25 years. A further aim was to track online social media engagement and viewing data for the animations for a period of 12 months.MethodsQualitative data were collected from a sample of 17 youth in Ireland, aged 18-21 years, as part of the longitudinal population-based Adolescent Brain Development study. Interviews explored the life histories and the emotional and mental health of participants. The narrative analysis revealed 5 thematic findings relating to young people’s emotional and mental health. Through a collaboration between research, the Arts, and the online sector, the empirical thematic findings were translated into 5 public health animations. The animations were hosted and promoted on 3 social media platforms of the Irish youth health website called SpunOut. Viewing data, collected over a 12-month period, were analyzed to determine the reach of the animations.ResultsNarrative thematic analysis identified anxiety, depression, feeling different, loneliness, and being bullied as common experiences for young people. These thematic findings formed the basis of the animations. During the 12 months following the launch of the animations, they were viewed 15,848 times. A majority of views occurred during the period of the social media ad campaign at a cost of €0.035 (approximately US $0.042) per view. Animations on feeling different and being bullied accounted for the majority of views.ConclusionsThis project demonstrates that online animations provide an accessible means of translating empirical research findings into meaningful public health outputs. They offer a cost-effective way to provide targeted online information about mental health, coping, and help-seeking to young people. Cross-sectoral collaboration is required to leverage the knowledge and expertise required to maximize the quality and potential reach of any knowledge transfer activities. A high level of engagement is possible by targeting non–help-seeking young people on their native social media platforms. Paid promotion is, therefore, an important consideration when budgeting for online knowledge translation and dissemination activities in health research.

Understanding parents' use of a knowledge translation tool to manage children's vaccination pain.

Although several evidence-based strategies for managing children's vaccination pain exist, many parents report being unaware of them. Knowledge translation (KT) tools present evidence-based information in plain language. This two-phase study assessed parents/caregivers' uptake of evidence-based pain management strategies via a KT tool and considered factors related to parents' planned, actual, and future use of these strategies. In phase 1, parents were exposed to an online KT tool on physical, psychological, and pharmacological vaccination pain management strategies, and their impressions were assessed by questionnaires including the Information Assessment Method for Parents. In phase 2, after vaccination, parents completed a follow-up survey on their uptake and experiences using the information. A total of 312 participants reported their plans for KT tool use. Parents who found the KT tool relevant were more likely to plan to use it at their child's upcoming vaccination. A total of 128 parents (93% mothers) completed both surveys. Nearly all parents who planned to use the information did so during their child's subsequent vaccination (90%). When the KT tool was relevant to their needs, parents were more likely to use the information during their child's vaccination. Parents who felt confident using the tool were significantly more likely to report plans for future tool use. This study demonstrates the effectiveness of a KT tool that was relevant to parents' needs and built confidence to increase parent-reported uptake of evidence-based strategies. Proper pain management could positively impact parents' uptake of vaccinations for children.

Knowledge translation strategies designed for public health decision-making settings: a scoping review.

To review and describe available Knowledge Translation (KT) strategies that are designed for or applied in public health decision-making settings. KT is the exchange, synthesis, and ethically sound application of knowledge. This review proposes that KT strategies in public health settings should be understood as action plans that promote evidence use and facilitate evidence-informed decision-making. This scoping review included studies that reported on KT strategies applied in public health settings, published between 2010 and 2017. Studies were searched using Medline, online KT database, and citation tracing. Data from 305 included studies were synthesized using a coding form and conceptually mapped to identify KT strategies used in public health settings. A total of 124 unique examples of KT methods or tools were identified and summarized into 38 recommended and promising KT strategies. Built on the lists of recommended strategies, this review synthesized a framework that matched all 38 KT strategies to 10 key components of the evidence-informed decision-making process. The public health KT strategies summarized and organized by this review promote a better understanding and more effective use of KT strategies.

Development of a knowledge translation platform for ataxia: Impact on readers and volunteer contributors.

Dissemination of accurate health research information to patients and families has become increasingly important with the rise of the internet as a means of finding health information. However, the public faces several barriers to accessing research information, including paywalls and technical jargon. One method to bridge this gap between patients, families, and research is using lay summaries. SCAsource is an online knowledge translation platform where peer-reviewed research papers on ataxia are translated into lay summaries. This online platform was launched in September 2018, with the goal of making ataxia research more accessible and understandable to patients and families. A secondary goal is to provide opportunities for ataxia researchers to develop and hone their knowledge translation skills, altogether improving the quality of patient communication in the ataxia community. The aim of this study was to measure the impact of SCAsource on its readers and volunteer contributors after one year of activity. This is to ensure SCAsource is meeting its goals of (1) improving access and understanding of ataxia research to lay audiences, and (2) improving knowledge translation skills of volunteer contributors. Two online surveys were launched, one for readers and one for volunteers. Each survey had a combination of multiple-choice, Likert-scale type, and open-ended short-answer questions. Descriptive quantitative analysis was used for respondent characteristics and Likert-type data. A grounded theory coding approach was used to analyze narrative feedback data. We found that SCAsource has mutually beneficial outcomes for both lay person readers and volunteer contributors. Readers have an increased understanding of ataxia research and access to up-to-date information on recent publications. Volunteers develop knowledge translation skills and have increased confidence in communicating results to lay audiences. Areas of improvement were identified to be incorporated into the platform. We demonstrated that SCAsource improves access to information and understanding of research to lay audiences, while providing opportunities for researchers to develop knowledge translation skills. This framework can potentially be used by other rare disease organizations to launch and evaluate their own knowledge translation websites.

An Innovative Online Knowledge Translation Curriculum in Graduate Education.

There is increased acknowledgment of the importance of knowledge translation (KT) in the role of graduate-prepared healthcare practitioners, such as nurses, as change agents in the mobilization of evidence-based knowledge. The offering of flexible educational programming online and hybrid course delivery in higher education is a response to insufficient didactic methods for providing graduate students with the competencies to facilitate KT. To describe the development, implementation, and evaluation of a cohort-based, online, innovative KT curriculum using a theoretical approach to KT called the Knowledge-As-Action Framework, which focuses on the knower, knowledge, and context as being inseparable. This process strategically engages with stakeholders to link practice concerns with existing realities, thus providing the best available knowledge to inform KT action in complex healthcare contexts. The Model of Evidence-Informed, Context-Relevant, Unified Curriculum Development in Nursing Education guided the cohort-based online KT course process. The development, implementation, and evaluation involved (a) an environmental scan, (b) a literature review, (c) faculty development, (d) curriculum design of two 10-week courses, and (e) a summation of the concurrent participatory evaluation of the two courses, including faculty and student responses. The Knowledge-As-Action Framework is comprised of six interrelated dimensions as part of a "kite" metaphor, with the underlying premise that if any one of the dimensions results in an imbalance, the KT process may be grounded. Evaluation revealed (a) intentionality of the core processes of curriculum work; (b) effectiveness of indicators for evaluating the KT courses; (c) leadership should be added as a learning domain for KT; (d) the Knowledge-As-Action Framework provided an integrated, philosophical, and evidence-based approach to KT; (e) cohort model facilitated a community of inquiry; and (f) the formalized structured approach of the courses with ongoing supervision and mentoring allowed for timely completion. Teaching and learning in an online cohort model created a community of inquiry and facilitated experiential learning. The active engagement of students with their practice-based stakeholders promoted change in clinical settings and enhanced students' professional development to lead change.

Evaluating the Uptake and Acceptability of Standardized Postoperative Rehabilitation Guidelines Using an Online Knowledge Translation Approach.

Providing physical therapists with evidence-based and consensus-derived guidelines to manage postoperative shoulder patients is essential; these guidelines should be readily available and provide clinically applicable information. Knowledge translation (KT) initiatives that encourage interaction between clinicians and researchers, that have multifaceted components and use a variety of strategies, can significantly change practice. The objective of this study was to determine the uptake and acceptability of standardized postoperative shoulder guidelines with an accompanying online KT resource through evaluation of website analytics and a quantitative survey. A multi-pronged approach was used to assess uptake and acceptability of the guidelines and online KT resource. Website analytics of usage and geographical location of users was measured as were physical therapist survey responses. Website analytics revealed that 5406 individuals used the online resource between October 2012 and September 2013 with the average visit lasting 8 minutes; only 47% of users were within the guideline developers' surgical referral region. Physical therapists who used the new shoulder guidelines were very satisfied or satisfied (96%) with the guidelines, reporting they promoted patient-specific clinical decision-making extremely or very well (68%). They viewed the online KT resource positively, with 79% rating it as "very useful" or "quite useful." Physical therapists from regions beyond those expected to use the new shoulder guidelines were also aware of the website and also rated it as very useful. The survey sample was relatively small and did not directly assess patient outcomes. An online KT web resource developed in conjunction with standardized postoperative shoulder guidelines was perceived as useful based on website analytics and survey responses. Active KT strategies such as this can improve uptake and dissemination of best practice in physical therapy.

Evaluation of an online knowledge translation intervention to promote cancer risk reduction behaviours: findings from a randomized controlled trial

BackgroundMany cancers are preventable through lifestyle modification; however, few adults engage in behaviors that are in line with cancer prevention guidelines. This may be partly due to the mixed messages on effective cancer prevention strategies in popular media. The goal of the McMaster Optimal Aging Portal (the Portal) is to increase access to trustworthy health information. The purpose of this study was to explore if and how knowledge translation strategies to disseminate cancer prevention evidence using the Portal influence participants’ knowledge, intentions and health behaviors related to cancer risk.MethodsAdults ≥40 years old, with no cancer history were randomized to a 12-week intervention (weekly emails and social media posts) or control group. Quantitative data on knowledge, intentions and behaviors (physical activity, diet, alcohol consumption and use of tobacco products) were collected at baseline, end of study and 3 months later. Participant engagement was assessed using Google Analytics, and participant satisfaction through open-ended survey questions and semi-structured interviews.ResultsParticipants (n = 557, mean age 64.9) were predominantly retired (72%) females (81%). Knowledge of cancer prevention guidelines was higher in the intervention group at end of study only (+ 0.3, p = 0.01). Intentions to follow cancer prevention guidelines increased in both groups, with no between-group differences. Intervention participants reported greater light-intensity physical activity at end of study (+ 0.7 vs. 0.1, p = 0.03), and reduced alcohol intake at follow u (− 0.2 vs. + 0.3, p < 0.05), but no other between-group differences were found. Overall satisfaction with the Portal and intervention materials was high.ConclusionsDissemination of evidence-based cancer prevention information through the Portal results in small increases in knowledge of risk-reduction strategies and with little to no impact on self-reported health behaviours, except in particular groups. Further tailoring of knowledge translation strategies may be needed to see more meaningful change in knowledge and health behaviours.Trial registrationClinicalTrials.gov NCT03186703, June 14, 2017.

A Mobility-Focused Knowledge Translation Randomized Controlled Trial to Improve Physical Activity: Process Evaluation of the Move4Age Study.

BackgroundMaintaining physical activity and physical function is important for healthy aging. We recently completed a randomized controlled trial of a targeted knowledge translation (KT) intervention delivered through the McMaster Optimal Aging Portal with the goal to increase physical activity and physical mobility in middle-aged and older adults, with results reported elsewhere.ObjectiveThe purpose of this process evaluation study is to explore which KT strategies were used by both intervention and control group participants, as well as the intervention groups’ engagement, satisfaction, and perceived usefulness of the targeted KT intervention.MethodsData on engagement with the intervention materials were gathered quantitatively through Google Analytics and Hootsuite throughout the intervention. Qualitative data were collected through a combination of open-ended surveys and qualitative interviews with a subset of participants at the end of the study to further understand engagement, satisfaction, and usefulness of the KT strategies.ResultsThroughout the intervention period, engagement with content delivered through weekly emails was highest, and participants rated email content most favorably in both surveys and interviews. Participants were generally satisfied with the intervention, noting the ease of participating and the distillation of information in an easy-to-access format being beneficial features. Participants who did not find the intervention useful were those with already high levels of baseline physical activity or physical function and those who were looking for more specific or individualized content.ConclusionsThis process evaluation provides insight into our randomized controlled trial findings and provides information that can be used to improve future online KT interventions.Trial RegistrationClinicalTrials.gov NCT02947230; https://clinicaltrials.gov/ct2/show/nct02947230 (Archived by WebCite at http://www.webcitation.org/78t4tR8tM)

How Do Clinicians Learn About Knowledge Translation? An Investigation of Current Web-Based Learning Opportunities.

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.

The use of virtual meetings and a project platform bring researchers and clinicians together in Knowledge Translation (KT)

Purpose: The Regional Center for Knowledge Translation (RKR) in Health Region of South Eastern Norway created and implemented a knowledge translation (KT) project that consists of synthesizing and adapting literature for use in the health region. To facilitate a geographically diverse collaboration among clinicians, scientists and educators, we implemented the use of virtual meetings, an online learning management system, and an online project platform. This technology fosters the development of evidence based summaries and recommendations for clinical practice. In the future, this technology will also support the implementation of recommended assessments and interventions in rehabilitation and improve patients’ outcomes throughout the health region.Context: RKR was established in 2013 with the mission of providing knowledge and competency for patients and health professionals in public and private rehabilitation institutions in Health Region of South Eastern Norway (2.8 million inhabitants). The center is focusing efforts on a KT project that aims to facilitate the rapid implementation of evidence into practice, standardize the delivery of assessments and interventions in rehabilitation, improve patient outcomes, and develop a network of mentors who are knowledgeable about research evidence. The project consists of two major components: the development of a database of Knowledge Translation Tools and an implementation model using Knowledge Ambassadors at each clinical site. The database includes the development and dissemination of summaries of evidence and recommendations for clinical practice. These summaries are developed by Knowledge Experts who are clinicians in the health region. The second component of the project is an implementation model that empowers Knowledge Ambassadors, who are peers at each clinical site, to facilitate practice changes at hospitals and clinics throughout the health region. The implementation process is based on the Knowledge-to-Action Framework.1 The technology used in this project provides a platform for education, training, interactions between group members, development of KTTs, and implementation of practice recommendations. Method: An online KT Project and E-learning resources have been developed. A network of clinician mentors who are knowledgeable about research evidence is being recruited. Norwegian clinicians attend bi-monthly virtual meetings (GoToMeeting) conducted by experts from USA and Norway. The groups also interact and share documents routinely through an online project platform (Project Place). Experts are educating, guiding and mentoring clinicians, as well as monitoring progress. The first group of knowledge experts (n=10) started in January, 2016. Four months after starting the project, individual interviews were conducted with each knowledge expert. Interviews were analyzed for themes, and strengths, weaknesses, opportunities and threats were identified.Results: Preliminary results from interviews with project participants focused on the benefits and challenges of a project conducted using online technology. Benefits of working together in virtual meetings include routine in-person access to international and national rehabilitation researchers and a rehabilitation expert network. Challenges are related to foreign languages, sound and video quality during virtual meetings and strictly virtual interaction of the group. Discussion: Focus group results indicate some initial benefits and challenges of conducting this project using internet-based technology. Solutions to overcome stated challenges are currently being implemented. These solutions include changing the format of the meetings to include both English and Norwegian languages, early engagement during online meetings, and a reduction of group size to 5-6 people. The online project platform will be used for social networking and encouragement of participants. Last, at least two in-person meetings will be conducted per year. Conclusion: Project participants reported they valued the opportunity to participate in this internet-based project. Challenges to using online technology were identified early in the project and solutions are being implemented.

Knowledge Translation in Obstetrics and Gynaecology: A Pilot Study of Physical and Online Media

Background:Knowledge translation (KT) is defined as the exchange, synthesis and ethically sound application of knowledge, and is critical for translating research findings into the public’s hands. In obstetrics and gynaecology, there are only a few poignant examples of strategic knowledge translation. The aim of this project was to pilot test a combination of face-to-face as well as online KT strategies for the purpose of disseminating scientific findings in obstetrics and gynaecology to a public audience. Methods:We delivered a series of face-to-face public forums, and online YouTube videos and a webinar in which experts in obstetrics and gynaecology delivered key findings in research. Results:Participants to face-to-face events were more likely to have a personal interest in the topic, that these events are an opportunity to correct health-related myths, and that the interactive nature of the forum allowed women to have their individual questions addressed. Interpretation:In terms of online KT, websites can be an effective and inexpensive way of having a broad reach, that Facebook is an effective way to interact with young, female members of the public, and that Webinars are an inexpensive means of doing KT. A number of lessons were learned that will assist in future strategic delivery of KT in the area of ob/gyn.