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Articles and Publications

NCDDR staff reviewed a number of articles and publications, developed a brief abstract, and assigned ratings based on strength of evidence, consumer orientation, and readability. For more information on these ratings, see the KT Library Descriptor Scales.

The complete listing of articles and publications follows, in alphabetical order by author. Or, you may view articles covering these topics:

• Measurement of KT Outcomes
• Knowledge Translation
• Knowledge Value Mapping
• Research Quality
• Standards of Evidence and Evidence Grading
• Systematic Review

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American Dietetic Association. (2007). ADA evidence analysis manual (5th ed.)     

Abstract: The American Dietetic Association manual provides a step-by-step process for evidence analysis including specific actions to be taken at each step. Numerous charts, checklists and worksheets to guide the user’s process, as well as a glossary of terms related to research design, are found in the appendices.

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American Educational Research Association Task Force on Reporting of Research Methods. (2006). Standards for reporting on empirical social science research in AERA publications.

Abstract: The American Educational Research Association (AERA) adopted standards on reporting empirical research in AERA publications in June, 2006. The standards were developed to assist researchers, editors, reviewers and readers of AERA journals. They are based on two major principles: that empirical research should be warranted, and that the research reporting process is transparent at every step. The standards are organized into the following areas: problem formulation, design and logic of the study, sources of evidence, measurement and classification, analysis and interpretation, extrapolation, ethics in reporting and, title.

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Bozeman, B., & Rogers, J. D. (2002). A churn model of scientific knowledge value: Internet researchers as a knowledge value collective, Research Policy, 31, 769-794.     

Abstract: Bozeman and Rogers propose the "churn" theory in the value of knowledge. The theory represents a shift from the value of knowledge being based on the economic marketplace to its being based on the use (and potential use) of the knowledge. The authors contend that knowledge has no value until it is put to use. Therefore, scientific and technical work that produces many uses, thus creating new knowledge and uses, is considered to be most valued. Such knowledge is generated by "knowledge value collectives," consisting of people with varying objectives as well as individuals outside of the scientific community working across fields, disciplines, and institutions. Therefore, research should focus on the capacity of "knowledge value collectives" to produce scientific and technical knowledge with widespread uses. Note that companion articles are available in this collection entitled, "Public Value Mapping of Science Outcomes: Theory and Method" (Bozeman, 2003) and "Theoretical Consideration of Collaboration in Scientific Research" (Rogers, 2000).

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Bozeman, B. (2003). Public Value Mapping of science outcomes: Theory and method. Vol. 2, Sec. 1, Knowledge Flows and Knowledge Collectives: Understanding the Role of Science and Technology Policies in Development. Washington, DC: Columbia University, Center for Science, Policy and Outcomes.     

Abstract: Bozeman describes "public value mapping" (PVM), a theory and method for determining the impact of scientific research on social outcomes, which is applicable to any large-scale program with a scientific mission. Bozeman presented PVM as a tool for determining the factors impacting social outcomes and includes key questions in the article. In addition, the author noted that PVM is based on the churn model of knowledge value and is best understood in terms of "knowledge value collectives" which consist of people with varying objectives as well as individuals outside of the scientific community working across fields, disciplines, and institutions. Companion articles are available in this collection entitled, "A Churn Model of Scientific Knowledge Value: Internet Researchers as a Knowledge Value Collective" (Bozeman & Rogers, 2002) and "Theoretical Consideration of collaboration in Scientific Research" (Rogers, 2000).

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Davis, D., Evans, M., Jadad, A., Perrier, L., Rath, D., Ryan, D., et al. (2003). The case for knowledge translation: Shortening the journey from evidence to effect. British Medical Journal, 327, 33-35.     

Abstract: Davis et al. compare how continuing medical education (CME), continuing professional development (CPD), and knowledge translation promote the implementation of evidenced-based research into practice. The article notes that the passive education embraced by the CME and CPD models do not change physicians’ behavior. The authors posit that knowledge translation is more effective in producing change and present specific ways in which knowledge translation is different from CME and CPD as justification for their position.

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Demner-Fushman, D., Few, B., Hauser, S. E., &Thoma, G. (2006). Automatically identifying health outcome information in MEDLINE records. Journal of the American Medical Informatics Association, 13, 52-60.     

Abstract: Demner-Fushman et al. target health care professionals with limited time to review research. The authors describe an automated evidence-based medicine model approach to identifying relevant information in medical research quickly without needing to analyze the entire document. The approach was ranked against PubMed Clinical Queries and the authors found that the outcome-based ranking provided significantly more accurate information.

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Dromerick, A. W. (2003). Evidence-based rehabilitation: The case for and against constraint-induced movement therapy. Journal of Rehabilitation Research and Development, 40(1), viii - ix.     

Abstract: Dromerick's editorial notes the lack of empirical research to support practices in rehabilitation. The author suggests that the widespread use of constraint-induced movement therapy (CIMT) as a rehabilitation treatment is not justified based on the lack of quality multicenter randomized control trials comparing CIMT to other active motor treatments. Dromerick does cite Vander Lee (2001) and Dromerick, Edwards & Hahn, (2006) as quality research in this field suggesting this work may be a preliminary research basis for CIMT.

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Ebell, M. H., Siwek, J., Weiss, B. D., Woolf, S. H., Susman, J. Ewigman, B., & Bowman, M. (2004). Strength of recommendation taxonomy (SORT): A patient-centered approach to grading evidence in the medical literature. American Family Physician, 69, 548-556.     

Abstract: Ebell et al. suggest using the Strength of Recommendation Taxonomy (SORT) scale to determine the quality of medical reviews, . The SORT scale was developed by representatives of family medicine and primary care journals as well as the Family Practice Inquiries Network. SORT is based on evaluation of quality of study design, quantity of studies included in the review and consistency with outcomes reported. In addition, the scale includes a determination of whether the outcomes are patient-oriented or disease-related. Further, the authors link SORT to other compatible taxonomies. The authors suggest that use of a single scale across studies and journals help to analyze outcomes for translation into practice.

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Elias, B, O'Neil, J. (2006). The Manitoba First Nations Centre for Aboriginal Health Research: Knowledge Translation with Indigenous Communities. Healthcare Policy, 1(4): 44-49.     

Abstract: Knowledge translation at the Manitoba First Nations Centre for Aboriginal Health Research emerged through several population health research initiatives conducted in partnership with Canadian Indigenous peoples. An initial collaboration to carry out a regional health survey laid the foundation to share leadership, power and decision-making, and resulted in a program to build capacity in the First Nations health planning community through familiarity with the tools and skills of health researchers. Connections between health researchers and First Nations health planners have since led to the incorporation of evidence-based decision-making in many First Nations communities.

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Estabrooks, C. A., Thompson, D. S., Lovely, J., Jacue, E., & Hofmeyer, A. (2006). A guide to knowledge translation theory. Journal of Continuing Education in the Health Professions, Winter 2006, 26 (1), 25-36.

Abstract: Abstract: Despite calls over several decades for theory development, there remains no overarching knowledge-translation theory. However, a range of models and theoretical perspectives focused on narrower and related areas have been available for some time. An overview of selected perspectives is provided believed particularly useful for developing testable and useful knowledge-translation interventions. In addition, adjuvant theories necessary to complement these perspectives are discussed. Literature is drawn from organizational innovation, health, and social sciences literature to illustrate the similarities and differences of various theoretical perspectives related to the knowledge-translation field. A variety of theoretical perspectives useful to knowledge translation exist. They are often spread across disciplinary boundaries, making them difficult to locate and use. Poor definitional clarity, discipline-specific terminology, and implicit assumptions often hinder the use of complementary perspectives. Health care environments are complex, and assessing the setting prior to selecting a theory should be the first step in knowledge-translation initiatives. Finding a fit between setting (context) and theory is important for knowledge-translation initiatives to succeed. Because one theory will not fit all contexts, it is helpful to understand and use several different theories. Although there are often barriers associated with combining theories from different disciplines, such obstacles can be overcome, and to do so will increase the likelihood that knowledge-translation initiatives will succeed.

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Fielden, S. J., Rusch, M. L., Masinda, M. T., Sands, J., Frankish, J., & Evoy, B. (2007). Key considerations for logic model development in research partnerships: A Canadian case study. Evaluation and Program Planning, 30, 115-124.

Abstract: Fielden advocate using a logic model for planning and implementing partnerships to bridge the gap between knowledge and practice. The authors describe the development of a community-academic research partnership to address issues regarding vulnerable populations. The article notes the advantage of logic models in establishing common purpose and vision; however, the authors also report the challenges of such relationships due to issues of trust, power, commitment, motivation, and accountability. The authors suggest how to address the issues raised.

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Ginexi, E. M., & Hilton, T. F. (2006). What's next for translation research? Evaluation & The Health Professions, 29(3), 334-347.

Abstract: Ginexi and Hilton list several factors that inhibit the translation of research knowledge into daily practice. The article reports that meta-analysis research informs the field of "best practices." Finally, the authors note a current trend to large-scale research with the potential for large-scale dissemination.

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Glanville, J. M., Lefebvre, C., Miles, J. N. V., & Camosso-Stefinovic, J. (2006). How to identify randomized controlled trials in MEDLINE: Ten years on. Journal of the Medical Library Association, 94(2), 130-136.

Abstract: Glanville et al. examines whether the 1994 Cochrane Highly Sensitive Search Strategy to search for randomized controlled trials in MEDLINE could be improved after ten years of use. They found that "clinical trial" was the best discriminating term. In years in which Cochrane had assessed MEDLINE records, few additional records were found. However, for records not assessed by Cochrane, the term "randomized controlled trial" was very accurate at identifying non-indexed trials, almost equaling the precision of the Cochrane Highly Sensitive Search Strategy.

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Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). Why don't we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition. American Journal of Public Health, 93(8), 1261–1267.

Abstract: Glasgow, Lichtenstein, and Marcus note the large discrepancy between the number of efficacy and effectiveness studies. The authors suggest that the gap is due to inherent differences in how the studies are planned and implemented. The article includes recommendations for placing greater emphasis on external validation. The authors suggest how to enhance Consolidated Standards of Reporting Trials (CONSORT) criteria for reporting randomized clinical trials that reflect consideration of external validity. A companion article is available in this collection entitled, "Evaluating the relevance, generalization, and applicability of research" (Green, L. W., & Glasgow, R. E., 2006).

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Gold, M., & Taylor, E. F. (2007). Moving research into practice: Lessons from the US Agency for Healthcare Research and Quality's IDSRN program. Implementation Science, 2(9), 1-28.

Abstract: Gold and Taylor describe their methodology and results in evaluating the Integrated Delivery Systems Research network (IDSRN) program of the U.S. Agency for Healthcare Research and Quality (AHRQ). The authors conducted interviews and reviewed program documents as well as analyzed projects and case studies. The results supported the concept of linking researchers with users of the research in a team-based approach. Further, IDSRN provided a mechanism to address issues in an expedited manner. The results noted weaknesses in the administrative structure of IDSRN, which resulted in its reorganization into ACTION (Accelerating Change and Transformation of Organizations and Networks).

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Green, L. W., & Glasgow, R. E. (2006). Evaluating the relevance, generalization, and applicability of research: Issues in external validation and translation methodology. Evaluation & the Health Professions, 29(1), 126-153. source.

Abstract: Green and Glasgow suggest that current research does not include sufficient emphasis on external validation or generalizability. The authors propose criteria to evaluate the external validity of research, such as the inclusion of members of the target population in the study; use of intended settings; reporting the expertise and training of people providing implementation, as well as any adaptations made for different settings; effects beyond primary outcomes including quality of life issues; and reporting costs. The article recommends that external validity should be included in the planning process, thus making the research relevant to the people who will use the outcomes for setting policy or for decision making on an individual level. A companion article is available in this collection entitled, "Why don't we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness translation" (Glasgow, 2003).

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Grimshaw, J., Eccles, M. Thomas, R., MacLennan, G., Ramsay, C., Fraser, C., & Vale, L. (2006). Toward evidence-based quality improvement: Evidence (and its limitations) of the effectiveness of guideline dissemination and implementation strategies 1966-1998. Journal of General Internal Medicine, 21, S14-S20. source.

Abstract: The Grimshaw et al. systematic review addresses the effectiveness and costs of guideline dissemination and implementation strategies. The authors included studies from 1966 through 1998 and found them to be weak in reporting of methodology. The authors noted the advantages of using paper or electronic reminders to improve care rather than a multifaceted approach of educational outreach. However, the article cautions that after 30 years of research on guideline dissemination and implementation, there continues to be a lack of quality studies to inform the field about quality improvement strategies.

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Harbour, R., & Miller, J. (2001). A new system for grading recommendations in evidence based guidelines. British Medical Journal, 323, 334–336.

Abstract: Harbour and Miller provide the rationale and framework for the development of guidelines by the Scottish Intercollegiate Guidelines Network (SIGN) for evaluating the quality of evidence based clinical research. The guidelines for determining levels of evidence and grades of recommendation are based on study design and quality of methodology. SIGN developed a hierarchy of study types as well as key stages in developing recommendations. The authors recommend the use of a checklist to ensure all aspects are considered. An additional checklist is suggested for the evaluation of diagnostic tests.

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Harmsworth, S., Turpin, S., & the TQEF National Co-ordination Team. (2000). Creating an effective dissemination strategy: An expanded interactive workbook for educational development projects

Abstract: The Harmsworth and Turpin document is a step-by-step workbook for research teams to use in developing an effective plan for dissemination of their findings. The authors focus attention on what is to be disseminated, identification of the target populations, establishment of reasonable timeframes, and venue of dissemination. The authors note that effective dissemination involves the recipient to participate in the awareness, understanding or action dictated by the new knowledge.

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Haynes, R. B., Cotoi, C., Holland, J., Walters, L, Wilczynski, N., Jedraszewski, D.,McKinlay, J., Parrish, R., & McKibbon, K. A. (2006). Second-order peer review of the medical literature for clinical practitioners. JAMA, 295(15), 1801-1808.

Abstract: Haynes et al. describe The McMaster Online Rating of Evidence (MORE) system that utilizes practicing physicians to rate peer-reviewed journal articles in their discipline as the basis for inclusion in the McMaster Premium Literature Service (PLUS) Internet access program. Following a review by staff, volunteer physicians rate articles by whether the article is important to the field (relevance) and whether it is new information (newsworthy). The ratings provide a screen for articles to be included in an Internet service that notifies physicians of recent research. The project demonstrated the value of a peer review of published journal articles by discipline.

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Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2004). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.

Abstract: Horner et al. provide guidelines for consideration of single-subject research as evidence-based to include: precise description that allows for replicability; clear explanation of context as well as outcomes; documentation of fidelity, and demonstration of causal relationship between the practice and change while controlling for extraneous variables. The authors present an overview of the features of single-subject research as well as suggestions for judging the quality of such research.

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Johnston, M. V., Sherer, M., & Whyte, J. (2006). Applying evidence standards to rehabilitation research. American Journal of Physical Medicine and Rehabilitation, 85, 292-309. full-text source.

Abstract: The Johnston et al. explain evidenced based practice standards used in systematic reviews. In addition, the authors apply the evidence based methods to analyze the quality of research in spinal cord injury, traumatic brain injury, and burn rehabilitation. The article concludes that although the rehabilitation field has experienced a dramatic increase in systematic reviews published each year, the number of studies that met the highest level of criteria was very small in all three areas of research.

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Lane, J. P., & Flagg, J. L. (2010.). Translating three states of knowledge--discovery, invention, and innovation. Implementation Science 5(9). doi:10.1186/1748-5908-5-9.     

© 2010 Lane and Flagg; licensee BioMed Central Ltd.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract: Knowledge Translation (KT) has historically focused on the proper use of knowledge in healthcare delivery. A knowledge base has been created through empirical research and resides in scholarly literature. Some knowledge is amenable to direct application by stakeholders who are engaged during or after the research process, as shown by the Knowledge to Action (KTA) model. Other knowledge requires multiple transformations before achieving utility for end users. For example, conceptual knowledge generated through science or engineering may become embodied as a technology-based invention through development methods. The invention may then be integrated within an innovative device or service through production methods.

Science and engineering focused on technology-based devices or services change the state of knowledge through three successive activities. Achieving knowledge implementation requires methods that accommodate these three activities and knowledge states. Accomplishing beneficial societal impacts from technology-based knowledge involves the successful progression through all three activities, and the effective communication of each successive knowledge state to the relevant stakeholders. The KTA model appears suitable for structuring and linking these processes.

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Lauer, P. A. (2004). A policymaker's primer on education research: How to understand, evaluate, and use it. Aurora, CO: Mid-continent Research for Education and Learning.

Abstract: The Lauer document to provides decision-makers and other interested persons with a comprehensive explanation of the various aspects of educational research. Its intended audience is people who have limited knowledge regarding educational research. A joint effort of the Education Commission of the States (ECS) and Mid-continent Research for Education and Learning (McREL), the Primer is "part of a larger project that seeks to improve the connection between research and policy" (p. iii). It offers sufficient information to support evidence-based decisions based on empirical research. The Web-based version includes an interactive checklist to help determine if a piece of research should be used in making policy:
http://www.ecs.org/html/educationIssues/Research/primer/analyzingflowchart.asp

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Lencucha, R., Kothari, A., Rouse, M. (2007). The Issue Is-Knowledge Translation: A concept for occupational therapy? American Journal of Occupational Therapy, 61, 593-596.

Abstract: The evidence-based practice (EBP) concept has ignited rigorous discussion within the occupational therapy literature. In the September/October 2006 issue of the American Journal of Occupational Therapy (AJOT), for example, the issue of EBP was reframed as an issue of knowledge translation (Corcoran, 2006). This reframing has contributed to a growing discussion about knowledge, evidence, practice, the individual occupational therapist, and his or her professional community. In occupational therpay, we envision a relationship that includes both researcher-therapist and therapist-therapist interaction. This triangular relationship will support practice and will facilitate the incorporation of field experience into the research cycle.

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Loveridge, R. (1997). Social science as social reconstruction: A celebration of discontinuity or a test of the resilience of belief? Human Relations, 50(8), 879-884. source.

Abstract: Loveridge, the editor of this special 50th year anniversary issue of the journal Human Relations, traces social science scholarship and its impact from the mid- to late 20th century. In the decades after World War II, a social science theory known as "Organizational Behavior" was applied to the management and social administration of organizations. Loveridge advocates rethinking these basic assumptions and convictions on which many institutions still base their practice. This issue of Human Relations explores the issue in specific contexts, such as the United Nations, international media and non-governmental organizations. The article may be of interest to researchers with interest in knowledge value mapping, since it examines the relationship between and among research, practice, and values.

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McClean, S., & Shaw, A. (2005). From schism to continuum? The problematic relationship between expert and lay knowledge–an exploratory conceptual synthesis of two qualitative studies. Qualitative Health Research, 15(6), 729-749.

Abstract: McClean and Shaw explore the relationship between expert and lay knowledge, suggesting that knowledge is on a continuum. They analyze two qualitative studies presenting both the lay and expert points of view via explication of three themes: a mistrust of biomedical knowledge; the role for intuitive, individuated and personalized knowledge; and the potential for different forms of lay expertise.

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National Institute on Disability and Rehabilitation Research. (2005). Knowledge translation planning: Background information for the June 9-10, 2005 panel meeting. Paper presented at the meeting of the Knowledge Translation Planning Panel June 9-10, 2005, in Austin, Texas.

Abstract: The National Institute on Disability and Rehabilitation Research (NIDRR) produced this document as background information for the meeting of the Knowledge Transition Planning Panel on June 9-10, 2005. It includes information on panel members as well as NIDRR’s knowledge translation goals, general information about knowledge translation, and NIDRR Disability and Rehabilitation Research sample products. The Appendix contains a paper by Mark Johnston, PhD entitled "Applying Evidence Based Standards to Medical Rehabilitation Research: An Overview." The Johnston article is also available in this collection.

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NCDDR. (2005). FOCUS Technical Brief (9). What are the standards for quality research?

Abstract: This issue of FOCUS discusses principles and standards for quality research, the basis for these standards, and strategies for reporting quality research. In the fields of disability and rehabilitation research, there is a healthy debate regarding the specific criteria for quality research, and the specific checklists to be used to standardize reporting. As the debate ensues, there are many ideas emerging in the public domain related to quality research and quality evidence that can be used to help guide the discussion.

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NCDDR. (2005). FOCUS Technical Brief (10). What is knowledge translation?

Abstract: This issue of FOCUS discusses knowledge translation, a relatively new term that is used to describe a relatively old problem-the underutilization of evidence-based research in systems of care. This article describes relevant KT concepts, KT planning models, and suggests a working definition for KT that is designed to reflect NIDRR's research and development priorities.

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NCDDR. (2005). FOCUS Technical Brief (11). Communities of practice: A strategy for sharing and building knowledge.

Abstract: This issue of FOCUS discusses the use of Communities of Practice (CoPs) as a knowledge transfer (KT) strategy. CoPs are "groups of people who share a concern, a set of problems, a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis" (Wenger, McDermott, & Snyder, 2002). By building on its members' shared knowledge, a CoP can be useful in developing new ideas and new strategies. The NCDDR's efforts to support a CoP for NIDRR grantees are also described.

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NCDDR. (2005). FOCUS Technical Brief (12). What Consumers and Researchers Say About Research.

Abstract: The NCDDR and the Research Utilization Support and Help (RUSH) project at the Southwest Educational Development Laboratory conducted two studies in 2005 with different audiences in order to learn more about their perceptions of research and how best to get information to diverse groups of end users. This issue of FOCUS shares the findings from the two studies and suggests potential implications.

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NCDDR. (2006). FOCUS Technical Brief (13). Meet the new NCDDR.

Abstract: This issue of FOCUS describes how the impetus for NCDDR's reorganization relates to NIDRR's new emphasis on knowledge translation. It also outlines several of the services the NCDDR will offer to NIDRR grantees and, in some cases, to interested consumers.

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NCDDR. (2006). FOCUS Technical Brief (14). Overview of international literature on knowledge translation.

Abstract: This issue of FOCUS summarizes the KT process as described by several international authors. International scholars, particularly from Canada and Europe, have published numerous articles on KT processes and strategies. While the majority of these KT articles are published in medical and health-care journals, there is a growing interest in applying the KT concept more generically (i.e., knowledge to action) and to other disciplines, including disability and rehabilitation research.

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NCDDR. (2006). FOCUS Technical Brief (15). The Role of Systematic Reviews in Evidence-Based Practice, Research, and Development.

Abstract: This issue of FOCUS written by Ralf W. Schlosser, PhD, is part one of a three part series on the topic of evidence-based technology. This issue provides an overview of systematic reviews in research and development. Systematic reviews aim to synthesize the results of multiple original studies by using strategies that delimit bias. Systematic reviews can be used to inform evidence-based practice, which is increasingly shaping the disability and rehabilitation research field.

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NCDDR. (2007). FOCUS Technical Brief (16). The Campbell Collaboration: Systematic Reviews and Implications for Evidence-Based Practice.

Abstract: This issue of FOCUS written by Herb M. Turner III, PhD and Chad Nye, PhD, highlights the work of the Campbell Collaboration (C2) and the development of systematic reviews of research evidence.

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NCDDR. (2007). FOCUS Technical Brief (17). Appraising the Quality of Systematic Reviews.

Abstract: This issue of FOCUS written by Ralf W. Schlosser, PhD, is part two of a three part series on systematic reviews. This issue describes critical considerations for appraising the quality of a systematic review including the protocol, question, sources, scope, selection principles, and data extraction. The author also describes tools for appraising systematic reviews.

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NCDDR. (2007). FOCUS Technical Brief (18). Knowledge Translation at the Canadian Institutes of Health Research: A Primer.

Abstract: In this FOCUS, Jacqueline Tetroe describes the work of the Canadian Institutes of Health Research (CIHR) and efforts to translate knowledge from the research setting into real-world applications for the benefit of Canadians.

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NCDDR. (2008). FOCUS Technical Brief (19). Getting Published and Having an Impact: Turning Rehabilitation Research Results Into Gold.

Abstract: The FOCUS authored by Drs. Marcel Dijkers, Margaret Brown, and Wayne Gordon from the Mount Sinai School of Medicine, Department of Rehabilitation Medicine, New York, suggests strategies that rehabilitation researchers can use to maximize their work-turning "research results into gold." In the disability and rehabilitation research community, it is important for researchers to be cognizant of how published results of research studies can facilitate or limit their use in answering important evidence-based questions.

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NCDDR. (2008). FOCUS Technical Brief (20). Campbell Collaboration Establishes Disability Subgroup.

Abstract: This FOCUS highlights exciting new developments within the international Campbell Collaboration (C2) establishing a disability subgroup. A previous issue of FOCUS (Technical Brief, No. 16, 2007) provides background information about C2 and its work regarding systematic reviews.

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NCDDR. (2008). FOCUS Technical Brief (21). Why Is Knowledge Translation Important?

Abstract: This FOCUS highlights Michael Gibbons's plenary speech on knowledge translation presented at the KT08: Forum for the Future conference in Banff, Alberta, Canada, held on June 10, 2008. Dr. Gibbons is the coauthor of The New Production of Knowledge and Re-Thinking Science.

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NCDDR. (2009). FOCUS Technical Brief (22). The Role of Single-Subject Experimental Designs in Evidence-Based Practice Times.

Abstract: This FOCUS written by Ralf W. Schlosser, PhD, describes high quality single subject experimental designs (SSEDs) in terms of establishing empirically supported treatments and implementing evidence-based practice (EBP). The author also compares and contrasts SSEDs to n-of-1 randomized controlled trials (RCTs).

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NCDDR. (2009). FOCUS Technical Brief (23). The Use of CIRRIE's Database of International Rehabilitation Research in Conducting Systematic Reviews.

Abstract: This FOCUS authored by CIRRIE's Marcia E. Daumen and Daniel J. Conley, describes the Center for International Rehabilitation Research Information and Exchange's (CIRRIE) bibliographic database of International Rehabilitation Research. The database is useful for conducting systematic reviews. It includes research conducted in most geographic regions of the world as well as citations to articles originally published in languages other than English.

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NCDDR. (2010). FOCUS Technical Brief (24). Documenting Disparities in Obesity and Disability.

Abstract: This FOCUS presents NIDRR-funded research highlighting the disparities in obesity experienced by youth and adults with disabilities, potential consequences of those disparities, and suggestions for addressing these disparities. Authors James H. Rimmer, PhD; Edward Wang, PhD; Kiyoshi Yamaki, PhD; and Brienne Davis, MPH conducted the research for the Disability and Rehabilitation Research Project (DRRP) "Reducing Obesity and Obesity-Related Secondary Conditions in Adolescents with Disabilities" (H133A060066), Center on Health Promotion for Persons with Disabilities, University of Illinois at Chicago.

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NCDDR. (2010). FOCUS Technical Brief (25). Mixed-Methods Systematic Reviews: Integrating Quantitative and Qualitative Findings.

Abstract: This FOCUS is adapted from Dr. Angela Harden's presentation at the "National Institute on Disability and Rehabilitation Research (NIDRR) Knowledge Translation Conference," held July 29, 2009, in Washington, DC. Widely known for her methodological work integrating qualitative research into systematic reviews, she is an active contributor to the Cochrane and Campbell Collaborations and has a keen interest in research synthesis and knowledge translation. She has conducted extensive research into the health of young people and the communities in which they live.

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NCDDR. (2010). FOCUS Technical Brief (26). Facilitating Technology-Based Knowledge Utilization.

Abstract: This FOCUS is adapted from Dr. Angela Harden's presentation at the "National Institute on Disability and Rehabilitation Research (NIDRR) Knowledge Translation Conference," held July 29, 2009, in Washington, DC. Widely known for her methodological work integrating qualitative research into systematic reviews, she is an active contributor to the Cochrane and Campbell Collaborations and has a keen interest in research synthesis and knowledge translation. She has conducted extensive research into the health of young people and the communities in which they live.

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Nelson, T. D., & Steele, R. G. (2007). Predictors of practitioner self-reported use of evidence-based practices: Practitioner training, clinical setting, and attitudes toward research. Administration and Policy in Mental Health and Mental Health Services Research, 34(4), 319 - 330.

Abstract: Nelson and Steele present the results of an online survey of 214 mental health practitioners in 15 states regarding the implementation of evidence-based practice (EBP). The survey instrument consists of 97 items requiring the practitioner to make a judgment on a 4-point scale. The authors examine the relationships between self-reported EBP use and several factors: perceived openness of the clinical setting toward EBP; theoretical orientation (i.e. cognitive-behavioral, behavioral, family systems, psychodynamic, humanistic); the practitioner’s attitudes toward treatment research (i.e. positive or negative); the practitioner’s receipt of training in EBP; practitioner’s academic degree; and practitioner’s years of experience.

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Palsbo, S. E., & Kailes, J. I. (2006). Disability-competent health systems. Disability Studies Quarterly, 26.     

Abstract: Palsbo and Kailes outline of the Disability-Competent Health System, using the framework of the commonly-used Chronic Medical Model. The authors challenge health care systems to be more accessible and "disability-competent." Suggestions are made throughout the article on how to modify current practice to meet the needs of persons with disabilities. The article includes an 11-point checklist to assist health care systems in evaluating their ability to serve people with disabilities properly.

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Patton, M. Q. (2002). Utilization-focused evaluation (U-FE) checklist.

Abstract: The Patton checklist provides step-by-step procedures for implementing a utilization-focused evaluation (U-FE). The U-FE is a process in which the evaluator and intended user collaborate on the design and implementation of the evaluation as well as the projected use of the outcomes. The process may be applied to any evaluation design, purpose, topic or type of data. The checklist also includes challenges for the evaluation facilitation at each step in the process.

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Renger, R., & Hurley, C. (2006). From theory to practice: Lessons learned in the application of the ATM approach to developing logic models. Evaluation and Program Planning, 29(2),106–119.

Abstract: Renger and Hurley give an overview of the three-step systematic Antecedent, Target, Measurements (ATM) approach to developing logic models. The authors offer the advantages of the ATM approach in comparison to others that have been developed. Further, the article includes practical lessons for implementing the model in a variety of settings.

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Rogers, J. D. (2000). Theoretical consideration of collaboration in scientific research. In J.S. Hauger and C. McEnaney (Eds.). Strategies for Competitiveness in Academic Research (Chapter 6).     

Abstract: Rogers examines the interactions between the individual researchers and the factors that impact their research (e.g. policies of the university). Rogers endorses the concepts of "knowledge value collectives," consisting of people with varying objectives as well as individuals outside of the scientific community working across fields, disciplines, and institutions. He recommends the "knowledge value framework" as the basis to assess the impact of research because it takes into consideration the persons outside of the immediate research environment that affect the interpretation and use of the scientific work. Companion articles are available in this collection entitled, "A Churn Model of Scientific Knowledge Value: Internet Researchers as a Knowledge Value Collective" (Bozeman & Rogers, 2002) and "Public Value Mapping of Science Outcomes: Theory and Method" (Bozeman, 2003).

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Scott, A. (2006). Peer review and the relevance of science. SPRU Electronic Working Paper Series 145.     

Abstract: Scott analyzes of the use of peer reviews in funding decisions, academic publishing, and promotions in research institutions and universities. The author suggests that peer reviews tend to downplay social relevance and innovation in preference or judging potential research in comparison to existing knowledge. The article notes that social problems require a peer review process that includes a wider range of competencies and interests, such as external validity, relevance, interdisciplinary effort and level of risk. Further, the author recommends that peer reviews be conducted in a structured manner to make the process more transparent.

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Shadish, W., & Myers, D. (2004). Campbell Collaboration research design policy brief.     

Abstract: The Research Design Policy Brief provides a rationale and proposed policies regarding The Campbell Collaboration’s systematic reviews on the effectiveness of an intervention. The policies propose development of two databases for randomized and nonrandomized studies, standard design codes to be used in reviews, and designated searchable fields to identify research in the databases.

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Shadish, W. R., & Rindskopf, D. M. (2007). Methods for evidence-based practice: Quantitative synthesis of single-subject designs. New Directions for Evaluation, 113, 95-109.

Abstract: Shadish and Rindskopf describes their study of the use of single-subject designs in meta-analyses. The article reviews methods for analyzing multiple single-subject designs, and as suggests methods for conducting a meta-analysis using single-subject designs. The article also includes a list of current meta-analyses. The authors provide the following Web site for the most current information on the topic: http://faculty.ucmerced.edu/wshadish/SSD MetaAnalysis.htm

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Sudsawad, P. (2007). Knowledge translation: Introduction to models, strategies, and measures. Austin, TX: Southwest Educational Development Laboratory, National Center for the Dissemination of Disability Research.

Abstract: Knowledge translation (KT) is a complex and multidimensional concept that demands a comprehensive understanding of its mechanisms, methods, and measurements, as well as its influencing factors at the individual and contextual levels—and the interaction between those levels. This literature review is not intended to be an in-depth or systematic review of knowledge translation, but is designed to bring together several aspects of KT from selected literature for the purpose of raising awareness, connecting thoughts and perspectives, and stimulating ideas and questions about KT for future research in this area of inquiry in rehabilitation. It begins with a review of definitions of knowledge translation and identifies and examines KT models. Next, several KT strategies and their effectiveness are explored, and finally, several methods and approaches to measure the use of research knowledge in various dimensions are presented.

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Tetroe, J. (2005). A review of knowledge transfer conceptual models, frameworks and theories to facilitate best practice implementation. PowerPoint presentation at the September, 2005, biannual meeting of the Improved Clinical Effectiveness through Behavioural Research Group.

Abstract: Tetroe summarizes interim results from a study of conceptual models, frameworks, and theories on knowledge translation (planned change). Planned change refers to "deliberately engineering change that occurs in groups that vary in size and setting" (Tetroe, 2005). The review of 30 models/frameworks identified several planned action theories which "promote, plan or implement change" (Tetroe, 2005). Many of the models have concepts in common; however, most have not been empirically tested and generalizability is implied but not supported by data.

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Teutsch, S. M., & Berger, M. L. (2005). Evidence synthesis and evidence-based decision making: Related but distinct processes. Medical Decision Making, 25, 487-489.

Abstract: Teutsch and Berger note the increasing use of evidence syntheses to assist a variety of leaders and policymakers in evidence-based decision making. The authors reports that evidence-based reviews and syntheses have very specific guidelines, including an appeals process, in order to make the process transparent to decision makers. However, the authors add that although evidence-based decision making should be transparent to stakeholders, there are no similar standards guiding the use of the information in evidence-based decision making.

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Tremblay, G.J.L., Drouin, D., Parker, J., Monette, C., Côté, D., & Reid, R.D. (2004). The Canadian Cardiovascular Society and knowledge translation: Turning best evidence into best practice. Canadian Journal of Cardiology, 20(12), 1195-1198.     

Abstract: Tremblay et al. define knowledge translation as "turning best evidence into best practice" (p. 1195). The authors propose the Canadian Cardiovascular Society to take the lead in knowledge translation of biomedical literature as it relates to cardiology. Further, the article outlines the advantages of knowledge translation in comparison with current practitioners’ continuing medical education (CME) and continuing professional development (CPD).

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U. S. Department of Education. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide.

Abstract: The Coalition for Evidence-based Policy document provides educators with guidelines in evaluating the random assignment process, outcome data, and results report to determine whether or not the research is "evidence-based." The document includes a rationale for the guidelines as well as a checklist for use in the evaluation.

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Valentine, J.C., Cooper, H., Patall, E.A., Tyson, D., Robinson, J.C. (xxxx) A method for evaluating research syntheses: The quality, conclusions, and consensus of 12 syntheses of the effects of after-school programs. Res. Syn. Meth. 2010, 1 20-38.

Abstract: Like all forms of empirical inquiry, research syntheses can be carried out in ways that lead to more or less valid inferences about the phenomenon under study. This synthesis of syntheses (a) examined the methods employed in the syntheses of the effects of after-school programs (ASPs) and determined how closely they conformed to what is defined as best practice for research synthesis, (b) compared the inferences drawn from the ASP research literature by each synthesis with the inferences that plausibly could be made from the data they covered, and (c) determined the points of consistency across the syntheses with regard to both potentially valid and potentially invalid conclusions. It was found that the 12 syntheses used highly divergent methods, varying in problem definitions, search strategies, inclusion criteria for individual studies, and techniques for drawing conclusions about the cumulative evidence.

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Weigold, M. (2002). Communicating science. In Washington Research Evaluation Network Management Benchmarking Study (Section 4, Chap. 17).     

Abstract: Weigold acknowledges the responsibility of scientists to make their research available to the public. The author notes conflicting priorities between scientists and journalists reporting on their research. In addition, the article categorizes the public’s receptivity to science research, noting that science reporting potential risks seem to garner the greatest audience. Science communication can impact public attitudes and policy-making.

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Woloshin, S., & Schwartz, L. M. (2006). What’s the rush? The dissemination and adoption of preliminary research results. Journal of the National Cancer Institute, 98(6), 372-373.

Abstract: Woloshin and Schwartz raise the issue of adopting the results of interim research into clinical practice. The authors recommended that meeting organizers and medical journal editors coordinate the presentation of results with the publication process, thus allowing for more complete information to be presented and establishing the expectation that research would be published near the same time as the meeting. The article includes a checklist for practitioners to consult in determining whether to use preliminary research findings. Finally, the authors recommend that any preliminary finding should include a caution that the information may change before the study is completed.

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World Health Organization. (2005). Bridging the "know-do" gap meeting on knowledge translation in global health.     

Abstract: The World Health Organization (WHO) document provides a summary of proceedings of a meeting of international representatives on knowledge translation, hosted by WHO. In recognition of the gap between research evidence and practical application, the purpose of the meeting was to develop recommendations for action to bridge the "know-do" gap. The participants strongly supported knowledge translation as an important strategy in addressing the gap while promoting a culture of learning, critical thinking and innovation.

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Zaza, S., Carande-Kulis, V. G., Sleet, D. A., Sosin, D. M., Elder, R. W., Shults, R. A., et al. (2001). Methods for conducting systematic reviews of the evidence of effectiveness and economic efficiency of interventions to reduce injuries to motor vehicle occupants. American Journal of Preventive Medicine, 21(4), (Suppl. 1), 23-30.     

Abstract: Zaza et al. describe a step-by-step process for completing systematic reviews. To explain their methods, the authors used the topic of the economic efficiency of interventions that reduce injuries of motor vehicle occupants. The article describes selection of team members, development of a conceptual approach to identifying interventions to be included in the review, criteria for selection of studies, search strategy, assessing the quality of the studies, and recommendations as well as implications for future research. The authors also noted collection of barriers and ancillary data that may explain the findings.

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