An Integrated Knowledge Translation Experience

Abstract

Pediatric audiologists lack evidence-based, age-appropriate outcome evaluation tools with well-developed normative data that could be used to evaluate the auditory development and performance of children aged birth to 6 years with permanent childhood hearing impairment. Bagatto and colleagues recommend a battery of outcome tools that may be used with this population. This article provides results of an evaluation of the individual components of the University of Western Ontario Pediatric Audiological Monitoring Protocol (UWO PedAMP) version 1.0 by the audiologists associated with the Network of Pediatric Audiologists of Canada. It also provides information regarding barriers and facilitators to implementing outcome measures in clinical practice. Results indicate that when compared to the Parents' Evaluation of Aural/Oral Performance of Children (PEACH) Diary, audiologists found the PEACH Rating Scale to be a more clinically feasible evaluation tool to implement in practice from a time, task, and consistency of use perspective. Results also indicate that the LittlEARS ® Auditory Questionnaire could be used to evaluate the auditory development and performance of children aged birth to 6 years with permanent childhood hearing impairment (PCHI). The most cited barrier to implementation is time. The result of this social collaboration was the creation of a knowledge product, the UWO PedAMP v1.0, which has the potential to be useful to audiologists and the children and families they serve.

Research Translation for International Development: A Literature Review and Framework for Evidence Use and Partner Engagement

“…The more collaborative approaches such as IKT and PAR generally required more time and resources given that they regularly interacted with a broader group of stakeholders. We found multiple examples illustrating the time-intensive nature of research translation: time to form and maintain collaborations (Grandin, 2003; Moodie et al, 2011), tight research timelines (Corson, 2012), and academic partners’ teaching duties (Preyde et al, 2013). The collaborative approaches to research translation, like TT, IKT, and PAR, were considered ‘slow science’ and required time to build relationships which extended the duration of the research and required extra financial resources for labour and materials (Sewell et al, 2014: 72).…”

Phase 1 of collaborative action around the implementation of virtual hearing aid care: Development of a clinical practice guideline

“…KTA research designs can provide a dynamic and integrative process through which to integrate the roles of knowledge creation and knowledge application 30,31 . The application of KTA has benefitted research across the allied health professions, supporting the development and implementation of outcome measures, educational programmes, clinical decision aids, and health promotion efforts 32,33 . Phase 1 of this study integrated a KTA framework to guide the development of the CPG to address a research‐to‐practice gap: implementation of virtual hearing aid care in clinical practice 30 .…”

“…30,31 The application of KTA has benefitted research across the allied health professions, supporting the development and implementation of outcome measures, educational programmes, clinical decision aids, and health promotion efforts. 32,33 Phase 1 of this study integrated a KTA framework to guide the development of the CPG to address a research-to-practice gap: implementation of virtual hearing aid care in clinical practice. 30 This knowledge gap was identified using pre-implementation evaluation data including the use of mixed-methods research.…”