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
American Dietetic Association. (2007). ADA evidence analysis manual (5th ed.). Full-text retrieved on March 30, 2007: http://www.adaevidencelibrary.com/files/ADA Evidence Analysis Manual_ed3c Nov 2005.pdf 
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.
Evidence: 2 - Expert opinions
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
American Educational Research Association Task Force on Reporting of Research Methods. (2006). Standards for reporting on empirical social science research in AERA publications.) Full-text retrieved March 20, 2007: http://www.aera.net/opportunities/?id=1850
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.
Evidence: 2 - Expert opinions
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved
May 3, 2007: http://www.rvm.gatech.edu/bozeman/rp/read/r5.pdf
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. Also available in this collection is a companion article entitled, "Public Value Mapping of Science Outcomes: Theory and Method." 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).
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
Bozeman, B. (2003).
Public Value Mapping of Science Outcomes: Theory and Method: A Monograph of the public value mapping project of the Center for Science, Policy and Outcomes. Full-text
retrieved April 10, 2007: http://www.cspo.org/home/cspoideas/know_flows/Rock-Vol2-1.pdf
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).
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved May 3, 2007: http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=164240&blobtype=pdf
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
DeJong, G., & Horn, S. (2005). Randomized controlled trials in rehabilitation research. New Zealand Journal of Disability Studies, 11, 120-124.
Abstract: DeJong and Horn present aspects of rehabilitation that make randomized controlled trials (RCT) difficult to accomplish. Acknowledging that rehabilitation involves the implementation of multiple interventions, the authors raise issues with RCT methods of isolating one intervention, creating a clinical environment controlling variables, restricting selection—thus affecting generalizability, statistical challenges of using very small numbers of participants, and the problem of not being able to provide an intervention that is "blind" to the participant and researcher. The authors suggest that researchers in rehabilitation look for alternative research designs that address the unique characteristics of rehabilitation practice and RCTs be restricted to less complicated interventions.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: II - Average (Grades 7-11)
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. Full-text retrieved May 3, 2007: http://archive.nlm.nih.gov/pubs/ceb2006/outcomes52.pdf
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.
Evidence:
3 - Qual./Quant. research
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved May 29, 2007: http://www.rehab.research.va.gov/jour/03/40/1/pdf/guested.pdf
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: II - Average (Grades 7-11)
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. Full-text retrieved May 3, 2007: http://www.aafp.org/afp/20040201/548.pdf
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.
Evidence:2 - Expert opinions
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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 with link to fee-based full-text retrieved May 22, 2007: http://tinyurl.com/ys9klf
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
Ginexi, E. M., & Hilton, T. F. (2006). What's next for translation research? Evaluation & The Health Professions, 29(3), 334-347. Abstract with link to fee-based full-text retrieved May 3, 2007: http://ehp.sagepub.com/cgi/content/abstract/29/3/334
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved May 3, 2007: http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1435857
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved May 3, 2007: PubMed citation
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).
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved May 3, 2007: http://www.implementationscience.com/content/2/1/9
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).
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Abstract with link to fee-based full-text retrieved May 3, 2007: http://ehp.sagepub.com/cgi/content/abstract/29/1/126
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).
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Abstract with link to fee-based full-text retrieved May 10, 2007: http://www.ncbi.nlm.nih.gov/sites/entrez?cmd=Retrieve&db=pubmed&list_uids=16637955
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.
Evidence: 5 – Systematic review
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
Harbour, R., & Miller, J. (2001). A new system for grading recommendations in evidence based guidelines. British Medical Journal, 323, 334–336. Full-text retrieved July 11, 2006, from http://bmj.bmjjournals.com/cgi/content/full/323/7308/334
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.
Evidence: 2 - Expert opinions
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
Harmsworth, S., Turpin, S., & the TQEF National Co-ordination Team. (2000). Creating an effective dissemination strategy: An expanded interactive workbook for educational development projects. Full-text retrieved April 5, 2007: http://www.innovations.ac.uk/btg/resources/publications/dissemination.pdf
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.
Evidence: 2 - Expert opinions
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved April 28, 2006, from http://jama.ama-assn.org/cgi/content/full/295/15/1801
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.
Evidence: 1 – Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved May 3, 2007: http://tinyurl.com/3ahvq3
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.
Evidence: 1 – Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
Johnston, M. V., Sherer, M., & Whyte, J. (2006). Applying evidence standards to rehabilitation research. American Journal of Physical Medicine and Rehabilitation, 85, 292-309. Abstract with link to fee-based full-text retrieved May 3, 2007: http://tinyurl.com/2dvwm6
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.
Evidence: 1 – Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved March 29, 2007: http://www.ecs.org/html/educationIssues/Research/primer/index.asp
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
Evidence: 1 – Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Abstract with link to fee-based full-text retrieved May 3, 2007: http://hum.sagepub.com/cgi/reprint/50/8/879com/cgi/content/citation/50/8/879
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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 with link to fee-based full-text retrieved May 3, 2007: http://qhr.sagepub.com/cgi/content/abstract/15/6/729
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved May 3, 2007: http://www.ncddr.org/new/announcements/ktpanel/
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.
Evidence: 2 - Expert opinions
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
NCDDR. (2005). What consumers and researchers say about research. FOCUS Technical Brief (12). Full-text retrieved January 31, 2007: http://www.ncddr.org/kt/products/focus/focus12/
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
NCDDR. (2005). Communities of practice: A strategy for sharing and building knowledge. FOCUS Technical Brief (11). Full-text retrieved January 31, 2007: http://www.ncddr.org/kt/products/focus/focus11/
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
NCDDR. (2005). What is knowledge translation? FOCUS Technical Brief (10). Full-text retrieved January 31, 2007: http://www.ncddr.org/kt/products/focus/focus10/
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
NCDDR. (2006). Overview of international literature on knowledge translation. FOCUS Technical Brief (14). Full-text retrieved January 31, 2007: http://www.ncddr.org/kt/products/focus/focus14/
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
NCDDR. (2006). Meet the new NCDDR. FOCUS Technical Brief (13). Full-text retrieved January 31, 2007: http://www.ncddr.org/kt/products/focus/focus13/
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
NCDDR. (2005). What are the standards for quality research? FOCUS Technical Brief (9). Full-text retrieved January 31, 2007: http://www.ncddr.org/kt/products/focus/focus9/
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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 with link to fee-based full-text retrieved May 29, 2007: http://www.springerlink.com/content/b447886522372h15/
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.
Evidence: 3 - Qual./Quant. research
Consumer Orientation: A - Significant data
Readability: III - High (Grade 12 or above)
Palsbo, S. E., & Kailes, J. I. (2006). Disability-competent health systems. Disability Studies Quarterly, 26. Full-text retrieved April 6, 2007: http://www.hcbs.org/files/93/4633/Disability_Competency.pdf
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: B - Some data
Readability: III - High (Grade 12 or above)
Patton, M. Q. (2002). Utilization-focused evaluation (U-FE) checklist. Full-text retrieved July 20, 2006, from http://www.wmich.edu/evalctr/checklists/ufechecklist.htm
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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 and link to full-text for purchase from: http://tinyurl.com/29jj5k
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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). Full-text retrieved April 12, 2007: http://www.aaas.org/spp/rcp/str6.pdf
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).
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
Schlosser, R. W. (2006). The role of systematic reviews in evidence-based practice, research, and development. FOCUS Technical Brief (15). Full-text retrieved January 31, 2007: http://www.ncddr.org/kt/products/focus/focus15/
Abstract: This 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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
Schlosser, R. W. (2007). Appraising the quality of systematic reviews. FOCUS Technical Brief (17). Full-text retrieved July 9, 2007:
http://www.ncddr.org/kt/products/focus/focus17/
Abstract: This FOCUS, written by Ralf W. Schlosser, PhD, is part two of a three part series on the topic of evidence-based technology. 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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
Scott, A. (2006). Peer review and the relevance of science. SPRU Electronic Working Paper Series 145, Full-text retrieved April 26, 2007: http://www.sussex.ac.uk/spru/documents/sewp_145.pdf
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
Shadish, W., & Myers, D. (2004). Campbell Collaboration research design policy brief. Full-text retrieved March 23, 2007: http://www.campbellcollaboration.org/MG/ResDesPolicyBrief.pdf
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.
Evidence: 2 - Expert opinions
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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 with link to fee-based full-text retrieved May 8, 2007: http://www3.interscience.wiley.com/cgi-bin/abstract/114192319/ABSTRACT
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
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved August 6, 2007 from http://www.ncddr.org/kt/products/ktintro/
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved April 24, 2007: http://www.iceberg-grebeci.ohri.ca/meetings/materialsSept05.html
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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 with link to fee-based full-text retrieved May 3, 2007: http://mdm.sagepub.com/cgi/reprint/25/5/487
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved May 3, 2007: http://www.ccs.ca/download/Knowledge_Translation_October2004.pdf
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).
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
Turner, H.M., & Nye, C. (2007). The Campbell Collaboration: Systematic reviews and implications for evidence-based practice. FOCUS Technical Brief (16). Full-text retrieved June 25, 2007: http://www.ncddr.org/kt/products/focus/focus16/
Abstract: This 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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
U. S. Department of Education. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. Full-text retrieved March 23, 2007: http://ies.ed.gov/ncee/pubs/evidence_based/evidence_based.asp
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.
Evidence: 2 - Expert opinions
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
Weigold, M. (2002). Communicating science. In Washington Research Evaluation Network Management Benchmarking Study (Section 4, Chap. 17). Full-text retrieved March 22, 2007: http://www.wren-network.net/resources/benchmark/17-CommunicatingScience.pdf
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved May 3, 2007: http://jncicancerspectrum.oxfordjournals.org/cgi/content/full/jnci;98/6/372
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
World Health Organization. (2005). Bridging the "know-do" gap meeting on knowledge translation in global health. Full-text retrieved April 5, 2007: http://www.who.int/entity/kms/WHO_EIP_KMS_2006_2.pdf
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.
Evidence: 2 - Expert opinions
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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. Full-text retrieved June 21, 2007: http://www.thecommunityguide.org/mvoi/mvoi-AJPM-methods.pdf
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)