Swipe om te navigeren naar een ander artikel
Faculty development as knowledge mobilization offers a particularly fruitful and novel avenue for exploring the research-practice interface in health professions education. We use this ‘eye opener’ to build off this assertion to envision faculty development as an enterprise that provides a formal, recognized space for the sharing of research and practical knowledge among health professions educators. Faculty development’s knowledge mobilizing strategies and outcomes, which draw upon varied sources of knowledge, make it a potentially effective knowledge mobilization vehicle.
First, we explain our choice of the term knowledge mobilization over translation, in an attempt to resist the false dichotomy of ‘knowledge user’ and ‘knowledge creator’. Second, we leverage the documented strengths of faculty development against the documented critiques of knowledge mobilization in the hopes of avoiding some of the pitfalls that have befallen previous attempts at closing knowing-doing gaps.
Through faculty development, faculty are indeed educated, in the traditional sense, to acquire new knowledge and skill, but they are also socialized to go on to form the systems and structures of their workplaces, as leaders and workers. Therefore, faculty development can not only mobilize knowledge, but also create knowledge mobilizers. Achieving this vision of faculty development as knowledge mobilization requires an acceptance of multiple sources of knowledge, including practice-based knowledge, and of multiple purposes for education and faculty development, including professional socialization.
Greenhalgh T, Toon P, Russell J, Wong G, Plumb L, Macfarlane F. Transferability of principles of evidence based medicine to improve educational quality: systematic review and case study of an online course in primary health care. BMJ. 2003;326:142–5. CrossRef
van der Vleuten CPM, Driessen EW. What would happen to education if we take education evidence seriously? Perspect Med Educ. 2014;3:222–32. CrossRef
Archer J, McManus C, Woolf K, et al. Without proper research funding, how can medical education be evidence based? BMJ. 2015;350:h3445. CrossRef
Kitto SC, Sargeant J, Reeves S, Silver I. Towards a sociology of knowledge translation: the importance of being dis-interested in knowledge translation. Adv Health Sci Educ Theory Pract. 2012;17:289–99. CrossRef
Graham ID, Logan J, Harrison MB, et al. Lost in knowledge translation: time for a map? J Contin Educ Health Prof. 2006;26:13–24. CrossRef
Tetroe J. Knowledge translation at the Canadian institutes of health research: a primer. focus 2007. http://www.ncddr.org/kt/products/focus/focus18/. Accessed: 1 Jan 2016.
Greenhalgh T. What is this knowledge that we seek to ‘exchange’? Milbank Q. 2010;88:492–9. CrossRef
Thomas A, Steinert Y. Knowledge translation and faculty development: from theory to practice. In: Faculty development in the health professions. Heidelberg: Springer; 2014. pp. 399–418. CrossRef
Greenhalgh T, Wieringa S. Is it time to drop the ‘knowledge translation’ metaphor? A critical literature review. J R Soc Med. 2011;104:501–9. CrossRef
Billett S. Situated learning in the workplace: having another look at apprenticeships. Ind Commer Train. 1994;26:9–16. CrossRef
Polanyi M. Personal knowledge: towards a post-critical philosophy. Chicago: University of Chicago Press; 1958.
Simpson D, Marcdante K, Morzinski J, et al. Fifteen years of aligning faculty development with primary care clinician-educator roles and academic advancement at the Medical College of Wisconsin. Acad Med. 2006;81:945–53. CrossRef
O’Sullivan PS, Irby DM. Reframing research on faculty development. Acad Med. 2011;86:421–8. CrossRef
Eva KW. Whither the need for faculty development? Med Educ. 2006;40:99–100. CrossRef
McLeod PJ, Brawer J, Steinert Y, Chalk C, Mcleod A. A pilot study designed to acquaint medical educators with basic pedagogic principles. Med Teach. 2008;30:92–3. CrossRef
McLeod P, Steinert Y, Chalk C, et al. Which pedagogical principles should clinical teachers know? Teachers and education experts disagree Disagreement on important pedagogical principles. Med Teach. 2009;31:e117–e24. CrossRef
Greenhalgh T, Howick J, Maskrey N. Evidence based medicine: a movement in crisis? BMJ. 2014;348:g3725. CrossRef
Wieringa S, Greenhalgh T. 10 years of mindlines: a systematic review and commentary. Implement Sci. 2015;10:45. CrossRef
Shaw SE, Greenhalgh T. Best research – for what? Best health – for whom? A critical exploration of primary care research using discourse analysis. Soc Sci Med. 2008;66:2506–19. CrossRef
Leslie K, Baker L, Egan-Lee E, Esdaile M, Reeves S. Advancing faculty development in medical education: a systematic review. Acad Med. 2013;88:1038–45. CrossRef
Kitto S, Bell M, Peller J, et al. Positioning continuing education: boundaries and intersections between the domains continuing education, knowledge translation, patient safety and quality improvement. Adv Health Sci Educ Theory Pract. 2013;18:141–56. CrossRef
Ng SL, Kinsella EA, Friesen F, Hodges B. Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review. Med Educ. 2015;49:461–75. CrossRef
Kumagai AK. From competencies to human interests: ways of knowing and understanding in medical education. Acad Med. 2014;89:978–83. CrossRef
Mezirow J. Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning. San Francisco: Jossey Bass; 1990.
- Re-positioning faculty development as knowledge mobilization for health professions education
Stella L. Ng
Lindsay R. Baker
- Bohn Stafleu van Loghum