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Models for Knowledge Utilization

Models for Knowledge Utilization. Reza Majdzadeh, Professor of Epidemiology, Tehran University of Medical Sciences. 30 Slides. Learning objectives. Become familiar with knowledge utilization models and importance of collaboration for collectivity of efforts,

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Models for Knowledge Utilization

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  1. Models for Knowledge Utilization Reza Majdzadeh, Professor of Epidemiology, Tehran University of Medical Sciences 30 Slides TUMS-KTE group

  2. Learning objectives • Become familiar with knowledge utilization models and importance of collaboration for collectivity of efforts, • Identify that wide spectrum of interventions are necessary for using knowledge as evidence for decision making, • Accept need to address knowledge translation barriers at institutional level. 2/30 TUMS-KTE group

  3. How should knowledge be put to use? 3/30

  4. Because what you told me is absolutely correct but completely useless Where am I? The problem Yes, how did you know? You must be a researcher Because you don’t know where you are, you don’t know where you’re going, and now you’re blaming me You’re 30 metres above the ground in a balloon You must be a policy maker Yes. How did you know? 4/30

  5. Knowledge utilization models • Knowledge driven, • Problem solving, • Enlightenment, • Strategic, • Interactive or Deliberative . Multiple perspectives on evidence based decision making in health care, Toronto: University of Toronto Press,P. 18-40.

  6. Knowledge driven model • Knowledge is valuable itself, • Useful applications will derive from good science, • Evaluation of produced knowledge is responsibility of scientific community by peer-review, • Use is under the responsibility of practitioners, • Interactions between scientists and practitioners are not defined, • Universities have passive role in knowledge utilization.

  7. Knowledge solving model • Practitioners’ needs should be fulfilled by scientists, • Practitioners should tell scientists what the problems are, • Creative problem definition determine use, • Useful knowledge is produced by giving constraints to scientists, • Knowledge emerges from practice.

  8. Enlightenment model • Knowledge is not just a tool but it is also a cultural capital, • Critical mass of knowledgeable people is essential for further development, • Knowledge use is more conceptual, • Knowledge penetrates society through an unpredictable process of interactions.

  9. Strategicmodel • Knowledge is a strategic resource that can be accumulated, exchanged, or even applied just in specific situations, • Use derives from negotiations between scientists and practitioners orchestrated by strategic situations.

  10. Interactive or Deliberativemodel • Knowledge is valuable but it is not complete, • Knowledge is public good, • Knowledge is applied when it is openly debated; use is a negotiated outcome, • Increased interactions and cooperation between scientists and producers should be sought throughout the knowledge production processes.

  11. Networking

  12. 13/30

  13. Knowledge utilization models • Knowledge driven, • Problem solving, • Enlightenment, • Strategic, • Interactive or Deliberative .

  14. 16/30 TUMS-KTE group

  15. Science Decision-Making 17/30

  16. Changing using evidence • Macro • Service Planning/Organisation • Coverage/Reimbursement • Regulation • Meso Institutional Management (Acquisition) (Monitoring of utilization) • Micro Professional Practices (CPGs. QA) Patient Behaviours (Health Care Utilization, etc.) 18/30

  17. Examples of “Implementation” Activities • Stakeholder involvement • Media involvement • Educational sessions with decision makers • Use of knowledge brokers Graham I. KT ICEBeRG Symposium 2005 19/30

  18. TUMS-KTE group 20/30

  19. Promotion criteria • Relation between the research organizations and decision making organization • Budget and facilities for KT activities • Having knowledge networks 21/30 TUMS-KTE group

  20. MODE 1 and MODE 2 research producer organizations 1. Objective of research activities Advancement in knowledge Problem solving 2. Basis for formation of groups Inter-disciplinary Mono-disciplinary 3. Responsible for evaluation With participation of non-university bodies By producers, exclusively (Albert, 1999) 22/30

  21. Cochrane Collaboration  • Guideline development agencies • Health Technology Assessment agencies • Evidence -Informed Policy Network (EVIPnet) 23/30 TUMS-KTE group

  22. 24/30 TUMS-KTE group

  23. Changing using evidence • Macro • National Innovation System • Meso • Institution • Micro • Individuals 25/30

  24. 26/30

  25. 27/30

  26. 28/30 TUMS-KTE group

  27. National innovation systems National innovation systems are defined as the “... set of distinct institutions which jointly and individuallycontribute to thedevelopment and diffusion of newknowledge..................... it is asystem of interconnected institutions to create, store and transfer the knowledge and skills”. (Metcalfe, 1995) 29/30 TUMS-KTE group

  28. Learning objectives • Become familiar with knowledge utilization models and importance of collaboration for collectivity of efforts, • Identify that wide spectrum of interventions are necessary for using knowledge as evidence for decision making, • Accept need to address knowledge translation barriers at institutional level, 30/30 TUMS-KTE group

  29. TUMS-KTE group 31/30

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