1. Developing a Knowledge Translation Curriculum within TEACH
Eddy Lang
Teejay Jirasevijinda

2. The Goal
Participants will gain the knowledge, attitudes and skills to play a leading role in the development and implementation of collaborative and multidisciplinary models to improve health systems using best evidence and adapting it to local contexts.

3. How do we get there?

4. KT Track Vers. 1.0 Iterative approach Pragmatic / project-oriented
Group vs. Individual
Following the KTA Cycle
Focused discussions and interactive exercises to match needs
Can it be re-created?

5. KT Version 2.0 Structured session development
Preparatory exercise (module G) and session-specific reading.
KT resources are the driving manual
Curriculum is the map
Knowledge / Attitudes / Skills

6. Session overview #1 – Define the Problem & Scope
#2 – Adapt Knowledge to Local Context
#3 – Assess Barrier to Knowledge Use
#4 – Select, Tailor & Implement Interventions
#5 – Monitor Knowledge Use
#6 – Evaluate Outcome (& Sustain knowledge use)

7. Barriers Knowledge Attitude Organizational No awareness Skepticism
Time
(Dis-incentives)
Admin support

8. KT Interventions Opinion leader Audit and feedback Reminders
Order sets / pathways
Multifaceted
Tailored

9. KT = Evidence based QI Collective (‘constructed’) problem definition
Systematically gather ‘internal’ + ‘external’ evidence
Draw on health services and implementation research
Measurable and sustainable impact
Maintain currency
Case example: Allen Hospital HF project