Continuing education, guideline implementation, and the emerging transdisciplinary field of knowledge translation
Continuing education, guideline implementation, and the emerging transdisciplinary field of knowledge translation
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DOI：
10.1002/chp.46
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发表时间：
2006-12-01
影响因子：
1.8
通讯作者：
Davis, D
中科院分区：
文献类型：
--
作者：
Davis, D
本文讨论了继续教育和临床实践指南或最佳证据的实施，质量改进和患者安全。继续教育侧重于成人学习者的观点，并以既定的教育原则为指导。与此相反，指南的实施和相关概念借用质量改进和患者安全领域和卫生服务研究。相对于改善临床结果的问题，两者在某种程度上都只提供了对复杂问题的部分理解。知识转化（KT）是一个变革性的概念，它将两个广泛领域的最佳元素联系起来，特别是为卫生服务研究人员和其他人的工作增加了教育元素。跨学科的极端，KT探讨了一些细节：它的主要元素（信息，便利，上下文，临床医生学习者，除其他外）被认为是一个方程中的变量，导致知识吸收和改善医疗保健成果和改善运作的医疗保健系统。
This article discusses continuing education and the implementation of clinical practice guidelines or best evidence, quality improvement, and patient safety. Continuing education focuses on the perspective of the adult learner and is guided by well-established educational principles. In contrast, guideline implementation and related concepts borrow from the fields of quality improvement and patient safety and from health services research. Relative to the question of improved clinical outcomes, both to some extent afford only partial understanding of a complex issue. Knowledge translation (KT) is a transformative concept that links the best elements of both broad fields and, in particular, adds educational elements to the work of health services researchers and others. Interdisciplinary in the extreme, KT is explored in some detail: its major elements (information, facilitation, context, the clinician-learner, among others) considered as variables in an equation leading to knowledge uptake and improved health care outcomes and an improved functioning health care system.