Transcript Background - Canadian Dementia Knowledge Translation Network

Knowledge Translation
101
Conducting KT for different research
themes and projects
Canadian Dementia
Knowledge Translation Network
Cynthia Giles, Senior Project Manager
[email protected]
Geriatric Medicine Research
Cheryl Cook, Research Associate
[email protected]
Outline
1. Canadian Dementia Knowledge Translation Network
2. What is Knowledge Translation ?
3. Knowledge to Action Cycle
4. Types of Knowledge Translation
5. What is Knowledge Synthesis?
6. After Translation is Dissemination
7. Don’t forget EVALUATION
Translation, Transfer & Brokering
Canadian Dementia
Knowledge Translation
Network
1. Education and
Training in Knowledge
Translation
2. Resource and
Knowledge Exchange
3. Patient/Care Partner
Centred Knowledge
Translation
Dementia Knowledge Broker
A platform to find and share
knowledge and resources, in order
to help those affected by
Alzheimer's disease and related
dementias.
http://www.dementiaknowledgebroker.ca
So What is
Knowledge Translation?
Canadian Institute of Health Research
Defines KT as….
“ Knowledge translation is the exchange,
synthesis and ethically-sound application of
knowledge - within a complex system of
interactions among researchers and users - to
accelerate the capture of the benefits of
research for Canadians through improved
health, more effective services and products,
and a strengthened health care system.”
(CIHR)
The Elevator Pitch:
"...methods for closing the gaps
from knowledge to practice."
(Straus et al, CMAJ 2009; 181:165-8)
That’s simple.
It may seem simple, but people sometimes lose sight of
the most fundamental part:
You must be translating knowledge and there must be a
practical use for that knowledge.
8 things you should know about good KT.
KT involves every step from the creation of
new knowledge to producing beneficial
products, services and tools for the
public.
KT is a loop; the end leads back to the
beginning.
8 things you should know about good KT.
KT is interdisciplinary and is a collaboration
between all involved parties.
KT can involve health care providers, the
general public, the government,
NGO’s/the voluntary sector, and the
private sector.
KT includes many different activities.
8 things you should know about good KT.
KT focuses on research-generated
knowledge, but may incorporate other
types of knowledge with this.
KT is user and context specific.
KT is impact-oriented.
adapted from Sudsawad 2007
The Knowledge to Action
Cycle (CIHR)
Knowledge creation
1.
2.
3.
Knowledge inquiry.
Knowledge synthesis.
Knowledge tools,
products.
These three are typically represented as a funnel, with inquiry, the largest part,
at the top.
This is narrowed by the synthesis of information, and then further narrowed into the
products/tools.
The needs of the knowledge users can be incorporated into every stage in
the funnel, allowing for modification of the work.
Knowledge Application
(the action cycle)
•
Identify the problem as well as the knowledge needed to
address this .
•
Adapt the knowledge to the local context.
•
Assess barriers and facilitators related to the knowledge to
be adopted, the potential adopters, and the context in
which the knowledge will be used.
Knowledge Application
(the action cycle)
•
Develop and execute the plan and any strategies to
promote awareness and use of the knowledge.
•
Monitor knowledge use to determine effectiveness of the
plan in order to adjust them if necessary
•
Evaluate the impact of using the knowledge to determine if
it has effected the desired outcomes.
•
Make a plan to sustain the use of the knowledge over time.
Don’t we already use evidence?
The evidence says we are not using evidence.
Of eight policy making processes studied in Canada, only
four were using evidence in at least one stage of their
process.
Lavis et al, 2002
Types of KT
Integrated KT:
Researchers and knowledge users work together to identify
research questions, decide on methodology, interpret
findings, and disseminate findings. IKT aims to produce
research results that are highly relevant and likely to be
used by knowledge users to improve health and the health
system.
CIHR
http://www.cihr-irsc.gc.ca/e/38654.html
End of grant KT:
The researcher develops and implements a plan for making
knowledge users aware of the findings from a research
project once available.
CIHR
http://www.cihr-irsc.gc.ca/e/38654.html
Knowledge Synthesis
Knowledge Synthesis (KS)
Making decisions based on the results of one study
means your decisions are only as good as that study.
“… 'the contextualization and integration of research
findings of individual research studies within the larger
body of knowledge on the topic.”
CIHR
http://www.cihrirsc.gc.ca/e/39033.htm
Knowledge Synthesis (KS)
In general syntheses involve the following steps:
•
•
•
•
•
•
Stating the objectives of the research
Defining eligibility criteria for studies to be included;
Identifying (all) potentially eligible studies;
Applying eligibility criteria;
Assembling the most complete data set feasible
Analyzing this data set, using statistical synthesis and
sensitivity analyses, if appropriate and possible; and
• Preparing a structured report of the research.
Chalmers I.
The Annals of the American Academy of
Political and Social Science 2003;589:22-40
Aaaah…..
Dissemination!
There are Three ways to get
your research ‘out there’
1. Diffusion
2. Dissemination
3. Implementation (Application)
Lomas J. Ann NY Acad Sci. 1993, 703:226-37
Diffusion
Passive
Generally unplanned and uncontrolled
Examples: Publishing a paper in an
academic journal, going to a
conference with a poster.
Dissemination
You target and tailor what you are communicating to the
specific audience you are trying to reach.
This approach can be more or less active .
Less active: You have completed research and you
translate the results into brochures, videos etc. for
the public.
More active: tailoring a small workshop to disseminate
results, get feedback etc.
Implementation
The most active of all three, it “…involves systematic efforts to
encourage adoption of the research findings by overcoming
barriers to their use.”
Gagnon, ML. J of Clin Epi 64 (2011) 25-31
6 things you should know about good
dissemination.
1.
2.
3.
4.
It should have local context.
It should use good quality research.
It should be clear.
It should be tailored to its audience in content
and delivery.
5. It should be action oriented.
6. It needs an evaluation component.
Gagnon, ML. J of Clin Epi 64 (2011) 25-31
Social Media – what is it?
The term Social Media refers to the use of webbased and mobile technologies to turn
communication into an interactive dialogue.
http://en.wikipedia.org/wiki/Social_media
Yes, but WHAT is it?
Social Media
• blogs
• FaceBook
• Twitter
• LinkedIn
• Flickr
• YouTube
• Etc etc
Social Networking
• Exchanging knowledge
• Learning
• Connecting with new
groups
• Disseminating
“Social Media is confusing.”
Statistics are confusing.
MRIs are confusing.
Research is confusing.
Life is confusing.
Everything has the potential to be confusing until we take the
time to understand it. Nothing comes with out some
investment in time.
“Social media is for kids.”
(or geeks, or people who live online,
or someone else. )
Think social media isn’t
reaching your target
audience for KT?
Think again.
• 65% of online adults now use social media
• Over the last year, among internet users ages
50-64, social networking usage on a typical
day grew 60%
• The average age of a FaceBook user in Atlantic
Canada is now 55.
Sources:
http://pewinternet.org/Reports/2011/Social-Networking-Sites.aspx
Media Badger, Atlantic Conversation III
Is it just for socializing?
• 80% of internet users have looked online for
information about any of 15 health topics such as a
specific disease or treatment
• One in three adults in the U.S. (30%) say they or
someone they know has been helped by following
medical advice or health information found online.
Pew Internet: Social Life of Health Information 2011
http://pewinternet.org/Reports/2011/Social‐Life‐of‐Health‐Info.aspx
That’s great, right?
“Dementia is reversible”
Where are you?
• Groups who promote the use of anecdotal
evidence and junk science have some serious
real estate in the social networking world.
• If groups who promote evidence-based
knowledge and decision making don’t claim
their space, someone else will. (Someone else
probably already has. )
What can I do with Social Media?
KT! It’s a handy tool in your KT toolkit.
• Disseminate your information to people and groups
you might otherwise never reach
– Increase the spread of your evidence-based work
– Use Twitter to link to your blog or website
– Use FaceBook to manage events, find organized groups
• Connect and network with other like-minded people
• Make good, evidence-based research more
accessible to the public
How do you know where to start?
GMR and CDKTN are working on an easy guide to Social
Media as part of our work on Knowledge Translation
tool for researchers that will offer:
• Practical steps in understanding the benefits and
drawbacks to social networking.
• Different types of social media and what they are
used for.
• What resources you need to begin.
• How to create a social media strategy for your
group.
Evaluation!
Evaluation
“KT promotes the uptake of evidence based practices
but the methods used to promote these practices
are often not evidence-based themselves.”
Bhattacharyya et al, J Clin Epi 64 (2011) 32-40
Evaluation is hard.
If you are engaged in KT, especially IKT, you have many
groups and levels to consider when trying to evaluate
your KT uptake.
It is often as complicated as the original research itself,
requiring internal and external validity checks, bias
control etc.
KT takes considerable time and money, thus it deserves
rigorous evaluation.
The KT Imperative
We are reminded ( and with good reason):
“We must be careful to avoid the ‘knowledge translation
imperative’ that all knowledge must be translated into action.
Instead we need to ensure that there is a mature and valid
evidence base before we expend substantial resources on
implementation of this evidence.”
Straus et al, J Clin Epi 64 (2011) 6-10
In closing…
I count 4 Lessons Learned. How about you?
In closing…
Lesson One: Involve the End-Users
The people who will use the results of the research should
be involved throughout the research process, starting with
helping to identify the problem and refining the research
question.
CIHR
http://www.cihr-irsc.gc.ca/e/38764.html
In closing…
Lesson Two: Consider all Potential Stakeholders
The focus of knowledge translation can and should be
directed to all stakeholder audiences.
Consider….everyone and anyone connected, impacted or
interested in your research!
CIHR
http://www.cihr-irsc.gc.ca/e/38764.html
In closing…
Lesson Three: Customize the Message
Clearly focus the message for specific audience(s) of the
research findings and crafting it to have resonance with
them is critical.
CIHR
http://www.cihr-irsc.gc.ca/e/38764.html
In closing…
Lesson Four: Evaluate and Communicate the Benefits
of KT
It's clear that knowledge translation can make a real
difference. Evaluating the impact of your KT efforts and
then communicating benefits and lessons learned will help
knowledge users and other researchers better appreciate
the importance of, and need for, doing knowledge
translation.
CIHR
http://www.cihr-irsc.gc.ca/e/38764.html
In closing…
“There remains much to be learned about how we can
increase the application of research knowledge, whether
it's the commercialization of scientific discoveries or
changes to current health care practices and policies.
However, what is certain is that as a society we will not
reap the full benefits of our investments in health research
unless the resulting discoveries are acted upon by other
researchers, policy-makers, health care providers,
patients, the public, and by the private, voluntary, and
public health sectors.”
CIHR
http://www.cihr-irsc.gc.ca/e/38764.html
Acknowledgements
Funding sources:
• CIHR Institute of Aging
• CIHR Knowledge Translation Branch
• CIHR Institute of Gender and Health
• CIHR Institute of Neurosciences
• CIHR Ethics Office
• Alzheimer Society of Canada
• Dalhousie Medical Research
Foundation
• Fountain Innovation Fund
• QEII Health Sciences Foundation
• Mental Health and additions
• Ontario Ministry of Health and Long
Term Care
• AstraZeneca Canada Inc
• Pfizer Inc.
Principle:
Prof. K. Rockwood, MD
Division of Geriatric Medicine, Dalhousie University
Co-Founders:
Prof. H. Chertkow, MD
Department of Neurology & Neurosurgery, McGill University
Prof. K. Le Clair, MD
Division of Geriatric Psychiatry, Queen’s University
Prof. J. Keefe, PhD
Canada Research Chair in Aging and Care Giving Policy
Mount Saint Vincent University
Prof. H. Feldman, MD
Division of Neurology, University of British Columbia