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Knowledge Translation and Faculty Development: From Theory to Practice

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Faculty Development in the Health Professions

Part of the book series: Innovation and Change in Professional Education ((ICPE,volume 11))

Abstract

Knowledge translation (KT) is a process that includes the synthesis, dissemination, exchange, and application of knowledge to ensure best practice in healthcare and education. This chapter will discuss how KT principles, grounded in the knowledge-to-action framework, can facilitate the development, implementation, and evaluation of faculty development activities. The chapter is divided in three sections. The first section provides a definition of KT, outlines the major objectives of the KT process, and discusses the possible applications of KT in faculty development. The second section includes a discussion of the knowledge-to-action framework for integrating knowledge and scientific evidence in practice. The final section illustrates how the knowledge-to-action framework can be applied to faculty development interventions, using an activity on ‘giving effective feedback as an example. This chapter will highlight how faculty development activities can, and should be, conceptualized as valuable KT interventions with the potential to improve faculty development practice and scholarship.

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Authors and Affiliations

  1. Occupational Therapy Program, School of Physical and Occupational Therapy and Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, QC, Canada

    Aliki Thomas Ph.D., OT (c), erg

  2. Centre for Medical Education and Department of Family Medicine, Faculty of Medicine, McGill University, Montreal, QC, Canada

    Yvonne Steinert Ph.D.

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  1. Aliki Thomas Ph.D., OT (c), erg
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  2. Yvonne Steinert Ph.D.
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Correspondence to Aliki Thomas Ph.D., OT (c), erg .

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Editors and Affiliations

  1. Fac. of Medicine, Centre for Med. Educ., McGill University, Montreal, Québec, Canada

    Yvonne Steinert

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Thomas, A., Steinert, Y. (2014). Knowledge Translation and Faculty Development: From Theory to Practice. In: Steinert, Y. (eds) Faculty Development in the Health Professions. Innovation and Change in Professional Education, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7612-8_19

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