Virtual knowledge brokering : describing the roles and strategies used by knowledge brokers in a pediatric physiotherapy virtual community of practice
Hurtubise, Karen; Rivard, Lisa; Héguy, Léa; Berbari, Jade; Camden, Chantal
Introduction: Knowledge transfer in pediatric rehabilitation is challenging and requires active, multifaceted strategies. The use of knowledge brokers (KBs) is one such strategy noted to promote clinician behavior change. The success of using KBs to transfer knowledge relies on their ability to adapt to ever-changing clinical contexts. In addition, with the rapid growth of online platforms as knowledge transfer forums, KBs must become effective in virtual environments. Although the role of KBs has been studied in various clinical contexts, their emerging role in specific online environments designed to support evidence-based behavior change has not yet been described. Our objective is to describe the roles of, and strategies used by, four KBs involved in a virtual community of practice to guide and inform future online KB interventions. Methods: A descriptive design guided this study and a thematic content analysis process was used to analyze online KB postings. The Promoting Action on Research in Health Sciences knowledge transfer framework and online andragogical learning theories assisted in the coding. A thematic map was created illustrating the links between KBs' strategies and emerging roles in the virtual environment. Results: We analyzed 95 posts and identified three roles: 1) context architect: promoting a respectful learning environment, 2) knowledge sharing promoter: building capacity, and 3) linkage creator: connecting research-to-practice. Strategies used by KBs reflected invitational, constructivism, and connectivism approaches, with roles and strategies changing over time. Discussion: This study increases our understanding of the actions of KBs in virtual contexts to foster uptake of research evidence in pediatric physiotherapy. Our results provide valuable information about the knowledge and skills required by individuals to fulfill this role in virtual environments.
Showing documents related by title, author, creator and subject.
Reflections on using a community-based and multisystem approach to transforming school-based intervention for children with developmental motor disordersCampbell, Wenonah; Camden, Chantal; Missiuna, Cheryl (2016)Evidence-based management of Developmental Coordination Disorder (DCD) in school-age children requires putting into practice the best and most current research findings, including evidence that early identification, ...
Impact of an evidence-based online module on best practice in physical therapy for children with developmental coordination disorder: a mixed methods studyOther titre : Knowledge to Practice in Developmental Coordination Disorder: Impact of an Evidence-Based Online Module on Physical Therapists’ Self-Reported Knowledge, Skills, and PracticeCamden, Chantal; Rivard, Lisa; Pollock, Nancy; Missiuna, Cheryl (2015)Aims : This study evaluates the impact of a Developmental Coordination Disorder (DCD) evidence-based online module including synthesized resources, practical strategies, and interactive component on self-reported physical ...
Integrated knowledge translation in childhood disability: engaging with partners throughout the research processShikako-Thomas, Keiko; Camden, Chantal; Russell, Diane (2013)Produced by McMaster University and the CanChild Centre for Childhood Disability Research this reflection paper provides a description of the integrated Knowledge Translation process (iKT). The paper examines issues ...