Harnessing a knowledge translation framework to implement an undergraduate medical education intervention: A longitudinal study.

ABSTRACT:

Introduction

Implementation of evidence-informed educational interventions (EEI) involves applying and adapting theoretical and scientific knowledge to a specific context. Knowledge translation (KT) approaches can both facilitate and structure the process. The purpose of this paper is to describe lessons learned from applying a KT approach to help implement an EEI for clinical reasoning in medical students.

Methods

Using the Knowledge to Action framework, we designed and implemented an EEI intended to support the development of students' clinical reasoning skills in a renewed medical curriculum. Using mixed-methods design, we monitored students' engagement with the EEI longitudinally through a platform log; we conducted focus groups with students and stakeholders, and observ

SUBMITTER: Chamberland M 

PROVIDER: S-EPMC9743946 | biostudies-literature | 2022 Dec

REPOSITORIES: biostudies-literature