Articles on Knowledge Translation
The knowledge translation process includes knowledge dissemination, communication, technology transfer, ethical context, knowledge management, knowledge utilization, two-way exchange between researchers and those who apply knowledge, implementation research, technology assessment, synthesis of results with the global context, the development of consensus guidelines, and more (CIHR, 2004 as cited in Sudsawad, 2007, p. 2).
Following are some articles from the KT Library that address this topic. NCDDR staff reviewed a number of articles, developed a brief abstract, and assigned ratings based on strength of evidence, readability, and consumer orientation. For more information on these ratings, see KT Library Descriptor Scales.
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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.
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.
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.
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: 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)
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).
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.
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. 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).
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. 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.
Evidence: 5 – Systematic review
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
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)
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.
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 therapy, 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.
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.
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: 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.
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). 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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: C - No data
Readability: III - High (Grade 12 or above)
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.
Evidence: 1 - Author(s) opinion
Consumer Orientation: B - Some 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: 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)
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.
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.
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.
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)
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).
Evidence: 1 - Author(s) opinion
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).
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.
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.
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)
Valentine, J.C., Cooper, H., Patall, E.A., Tyson, D., Robinson, J.C. (2009) 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.
