Promoting the skills of knowledge translation in an online master of science course in primary health care.
We present 4 key arguments: (1) knowledge translation requires tacit and explicit knowledge that must be introduced into the organization as well as simply acquired by individuals; (2) educating for knowledge translation must go beyond conveying facts and developing capability; (3) a constructivist and collaborative approach to education can address the needs of learners for knowledge translation; and (4) the online environment, if appropriately used, has many useful features for supporting constructivist and collaborative learning. We illustrate these arguments with reference to a part-time online master of science course whose learners are mostly senior health care professionals engaged in knowledge translation.
Greenhalgh
Trisha
T
Department of Primary Care and Population Sciences, University College, London, England. p.greenhalgh@pcps.ucl.ac.uk
Russell
Jill
J
D004502:Education, Medical, Continuing / Q000458:organization & administration; D019317:Evidence-Based Medicine; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D009862:Online Systems / Q000458:organization & administration*; D010817:Physician-Patient Relations; D010818:Practice Patterns, Physicians'; D011320:Primary Health Care / Q000458:organization & administration*; D011361:Professional Competence / Q000592:standards