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Simon C. Kitto , PhD Director of Educational Research, Office of CEPD

Positioning Continuing Education (CE): boundaries and intersections between the domains Continuing Education, Knowledge Translation (KT), Patient Safety (PS) and Quality Improvement (QI). Simon C. Kitto , PhD Director of Educational Research, Office of CEPD

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Simon C. Kitto , PhD Director of Educational Research, Office of CEPD

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  1. Positioning Continuing Education (CE): boundaries and intersections between the domains Continuing Education, Knowledge Translation (KT), Patient Safety (PS) and Quality Improvement (QI) Simon C. Kitto, PhD Director of Educational Research, Office of CEPD Scientist, The Wilson Centre for Research in Education Li Ka Shing Institute, St Michael’s Hospital Assistant Professor, Department of Surgery, University of Toronto Senior Lecturer, Department of Surgery, Monash University Email: Simon.kitto@utoronto.ca

  2. The Study The academic domains CE, KT, PS and QI currently compete and collaborate with each other. We want to understand and map out the boundaries of each domain’s intervention activities and research practices.

  3. The Study Objectives • (1) outline the mission, actors, methods and limitations of each domain; • (2) compare and contrast the mission, actors, methods and limitations of each domain; • (3) evaluate their conceptualized integration and disintegration of the four domains in the context of health care improvement.

  4. Methods State of the Art Literature review

  5. Defining the academic domains: CE CE is a form of education activities which focuses on maintaining and improving the knowledge, performance and professional development of licensed physicians and health care professionals.

  6. Defining the academic domains: KT KT is the synthesis, dissemination, exchange and application of knowledge to improve patient care and health care services.

  7. Defining the academic domains: PS PS aims to reduce the harm to patients that is caused through the provision of health care services.

  8. Defining the academic domains: QI QI aims to improve processes and outcomes of health care by making health care services more efficient and effective.

  9. Similarities amongst the domains

  10. Comparing and contrasting the missions

  11. Comparing and contrasting the actors

  12. Comparing and contrasting the methods

  13. Comparing and contrasting the limitations

  14. Evaluating the connectivity and integration of the domains • “Integration across the professoriate no longer comes primarily from similarity of function and common socialization, but from the overlap of subcommunities and the mediating linkages provided by the ties of discipline and institution.” Clark BR. The Academic Life small worlds, different worlds. Educational Researcher. 1989;18(5):5.

  15. References Alexander JA, Hearld LR. What Can We Learn from Quality Improvement Research? Medical Care Research and Review. 2009;66(3):37. An author’s guide to Writing Articles and Reviews for Educational Research Review. Elsevier. (2007). Retrieved from: http://www.elsevier.com/framework_products/promis_misc/edurevReviewPaperWriting.pdf Clark BR. The Academic Life small worlds, different worlds. Educational Researcher. 1989;18(5):5. Davis D, Bordage G, Moores CLK, et al. The Science of Continuing Medical Education: Terms, Tools, and Gaps: Effectiveness of Continuing Medical Education: American College of Chest Physicians Evidence-Based Educational Guidelines. Chest. 2009;135(3 suppl):8S-16S. Davis D. Continuing education, guideline implementation, and the emerging transdisciplinary field of knowledge translation. Journal of Continuing Education in the Health Professions. 2006;26(1):5-12. Emanuel L, Berwick DM, Conway J, et al. What Exactly is Patient Safety?: Agency for Healthcare Research and Quality;2008. Graham ID, Logan J, Harrison MB, et al. Lost in knowledge translation: Time for a map? Journal of Continuing Education in the Health Professions. 2006;26(1):13-24. Grol R. Improving the Quality of Medical Care: Building Bridges Among Professional Pride, Payer Profit, and Patient Satisfaction. JAMA: The Journal of the American Medical Association. 2001;286(20):2578-2585. Leape LL, Berwick DM, Bates DW. What Practices WIll Most Improve Safety? Evidence-based medicine meets patient safety. JAMA: The Journal of the American Medical Association. 2002;288(4):14. Rycroft-Malone J. Theory and Knowledge Translation setting some coordinates. Nursing Research. 2007;56(4S):8. Straus SE, Graham ID, Mazmanian PE. Knowledge translation: Resolving the confusion. Journal of Continuing Education in the Health Professions. 2006;26(1):3-4.

  16. Thank you. QUESTIONS? Simon C. Kitto, PhD Director of Educational Research, Office of CEPD Scientist, The Wilson Centre for Research in Education Li Ka Shing Institute, St Michael’s Hospital Assistant Professor, Department of Surgery, University of Toronto Senior Lecturer, Department of Surgery, Monash University Email: Simon.kitto@utoronto.ca

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