Using Problem-Based Case Studies to Learn About Knowledge Translation Interventions: An Inside Perspective

Abstract

Knowledge translation (KT) interventions can facilitate the successful implementation of best practices by engaging and actively involving various stakeholders in the change process. However, for novices, the design of KT interventions can be overwhelming. In this article, we describe our experience as participants in a problem-based case study on planning a KT intervention and reflect on the use of problem-based learning (PBL) to develop knowledge and skills relevant to the KT process. Participants were six fellows and two faculty members attending the 2009 Canadian Institutes of Health Research KT Summer Institute. Participants received a case study asking them to develop a KT intervention with the goal of implementing a stroke response protocol for hospital inpatients. The group was given 5 hours spread over 2 days to complete the learning task. As the members of the small group reflected on their experience with the case study, 4 themes emerged: (1) balancing engaging stakeholders with moving forward; (2) exploring the research gaps and role of the Knowledge-to-Action Framework; (3) investigating methodological approaches for KT research; and (4) experiencing a supportive training environment. Participation in the problem-based case study allowed participants to expand their individual understanding of KT, while fostering the learning experiences of other group members. In a supportive learning environment, participants were able to identify influential stakeholders for the stroke response protocol implementation, discuss potential barriers by stakeholder group, and consider effective KT interventions. Future training initiatives focusing on strengthening KT capacity and knowledge should consider using small-group problem-based case study to facilitate learning.

A literature review of knowledge translation and partnership research training programs for health researchers

“…The aims and training approaches of each program are outlined in Table 1. Three papers describe different aspects of the annual Knowledge Translation Summer Institute held in Canada [36–38], Kho et al [36] outline the development and curriculum of the 2008 program, and two other papers provide informal descriptions of single training sessions presented in 2009 [37, 38].…”

“…Gerrish and Piercy’s [30] secondment program included clinical nurses, while Uneke et al [33–35] included policy-makers, healthcare managers, directors of NGOs and other stakeholders alongside researchers in their initiatives. Participants in the Canadian Summer Institute, from which three papers emerged [36–38], were all researchers or graduate students interested in KT research. The duration of the training initiatives varied from part time secondments, which lasted between 6 months [34] and up to 2 years [30], to Santacroce et al’s [32] program, which was embedded into existing training programs for nurse scientists over several years (pre- and post-doctoral coursework).…”

“…The duration of the training initiatives varied from part time secondments, which lasted between 6 months [34] and up to 2 years [30], to Santacroce et al’s [32] program, which was embedded into existing training programs for nurse scientists over several years (pre- and post-doctoral coursework). The other programs [31, 33, 35, 36] were brief (between 1 and 4 days) face-to-face courses or were delivered during a single session [37, 38].…”

“…The workshop [33] and secondment program [34] described by Uneke et al aimed to facilitate networking between researchers and policy-makers and to build capacity for evidenced-based policy work. The session reports by Leung et al [37] and Bhogal et al [38] described the aim as being to increase participant skills and confidence in developing KT strategies.…”

“We Learn by Doing”: Teaching and Learning Knowledge Translation Skills at the Graduate Level

“…While there has been some limited prior research examining the use of case studies and problem-based learning to learn about KT (Bhogal et al, 2011), our research is the first that we know of to explore graduate student learning about KT through engaging in real-world KT projects in collaboration with community partners. Our findings are encouraging.…”