Graham, I.D., Logan, J., Harrison, M.B., Straus, S.E., Tetroe J., Caswell, W. et. al. (2006). Lost in Knowledge Translation: Time for a Map? Journal of Continuing Education in the Health Professions, 26(1), 13-24.
Format: Peer-reviewed article
Type: Experience
Experience level of reader: Fundamental
Annotation: A review of terms and definitions related to effectively communicating research-based knowledge to stakeholders to facilitate awareness, interest and use. Describes the Knowledge to Action (KTA) Model which serves as a road map for guiding knowledge translation activities.
Setting(s) to which the reported activities/findings are relevant: Community, Federal lab, Government, Large business, Small business (less than 500 employees), University
Knowledge user(s) to whom the piece of literature may be relevant: Brokers, Researchers
Knowledge user level addressed by the literature: Individual
This article uses the Commercial Devices and Services version of the NtK Model
Carrier: Important to consider barriers to knowledge use for individuals as well as for organizations. Barriers for individuals may include existing knowledge, attitudes, skills or habits, with effective interventions including interactive educational sessions and outreach visits. Barriers at the level of the organizations may be addressed through reminder systems, modifying the documentation and audit process, changing staff levels or support equipment, or changing compensation/incentive systems.
Summary of the Knowledge To Action Model and its application to knowledge translation.
Occurrence of finding within the model: KTA Step 1.C, KTA Step 1.D, KTA Step 2.C, KTA Step 2.D
Carrier: Knowledge Producers can facilitate the uptake of their research by addressing five questions: 1) What should be disseminated? 2) To whom should it be disseminated? 3) By whom should it be disseminated? 4) How should it be disseminated? 5) With what effect should it be disseminated? (Lavis, J et at [2003])
Occurrence of finding within the model: Gate 2, Gate 3, Step 3.8, Step 3.2, Step 3.5
Tip: Research-based knowledge is not used as a can-opener is used. Generic knowledge is seldom taken directly off the shelf and applied without some sort of vetting or tailoring to the local context. (Humberman M. [1987])
Occurrence of finding within the model: Step 3.8, Step 3.2, Step 2.2