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‘Knowledge Management’ for Health

Explore the impact of knowledge management tools on workgroups, clinicians, and patients in healthcare settings. Learn about frameworks, tools for learning, and overcoming barriers to effective knowledge management. Discover how cognitive dissonance, schemata, and narrative structures influence decision-making. Evaluate the research-practice gap and methods for disseminating knowledge effectively. Address the challenge of integrating research-based knowledge with intuition in clinical practice. Overcome barriers to formal knowledge transfer and embrace narrative storytelling in Electronic Health Records for enhanced patient care.

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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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