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‘Knowledge Management’ for Health

‘Knowledge Management’ for Health. What 'tools' can improve the performance of workgroups, clinicians and patients?. ‘Knowledge Management’ for Health. Framework and tools: First look Background Action in social and educational context Cognitive dissonance and schemata Tools for learning

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‘Knowledge Management’ for Health

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  1. ‘Knowledge Management’ for Health What 'tools' can improve the performance of workgroups, clinicians and patients?

  2. ‘Knowledge Management’ for Health • Framework and tools: First look • Background • Action in social and educational context • Cognitive dissonance and schemata • Tools for learning • Overcoming barriers • Articles

  3. “knowledge cannot be managed”, but “technical, human and organizational ‘tools’” can help learning

  4. Main problem • Current Knowledge Management solutions not in tune with • Complexity of encounter • Habits of experts • Narrative structures • At the same time, individuals can’t keep up with the rate of new knowledge and need tools to help them

  5. Emergent understanding I • Evaluation methods too simple to capture complexity • Research-Practice Gap • Dissemination of knowledge not perfect • Resistance or rejection by practitioners • Mismatch (cognitive and value): Research results VS Experience, intuition

  6. Emergent understanding II • Decision making – what sort? • Clinicians rely own experience (too much) • When using research based knowledge, they should still not disregard their intuition • Complexity theory (about emergent characteristics) – the thing is more than the sum of its parts • Habits: Most skilled actions are automatic.

  7. Schemata • Organised knowledge about the world centred around past situations [2] (this is only one of several different knowledge models in memory, learning and teaching theory) • Person schema: How is he/she • Event schema: How I should act in this situation • Role schema: How will others act

  8. Cognitive dissonance • Cognitive dissonance: A difference between • what we’ve experienced before, and • new information. • We either • dismiss it as unimportant or untrue, or • adjust our mental schemas

  9. Stories • General stories should be provided to let physicians compare their own patients to the general cases • during the patient encounter • after the fact, to learn outside the encounter, when dissonance feelings do not affect the patient

  10. Overcoming barriers for formal knowledge • Getting the rational, research-based information into the consultation. Records used as after-the-fact rationale. • Solution: Dynamic user interfaces. Guiding the process without hampering it. • Contribute without the physician asking a question? • Solution: Close integration with the record.

  11. The case for the narrative “the EHR should carry narrative” • They argue that we shouldn’t pick apart the chronology, remove the narrative and loose the time dimension

  12. Articles • Pensum: [1]: I. Purves, P. Robinson: Knowledge management for health: what 'tools' can improve the performance of workgroups, clinicians and patients? (peker til rapport lik Medinfo-paper)Medinfo. 2004;2004:678-82 • Ikke pensum: [2]: Robinson P, Purves I. Learning support for the consultation: information support and decision support should be placed in an educational framework. Medical Education. 2003; 37: 429-433.

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