Mapping Practice Boundaries & Intersections Between the Domains Continuing Education, Knowledge Translation, Patient Safety and Quality Improvement. Dr Simon Kitto PhD. Disclosure. This research is funded by the AFMC national CPD fund. Overview . Background and study objectives
Mapping Practice Boundaries & Intersections Between the Domains Continuing Education, Knowledge Translation, Patient Safety and Quality Improvement
Dr Simon Kitto PhD
Data Collection Domains
5 Continuing Education
5 Patient Safety5 Quality Improvement
5 Knowledge Translation
Data Analysis Domains
Theoretical Triangulation Domains
THE PERCEIVED INTERSECTIONS BETWEEN THE DOMAINS OF CONTINUING EDUCATION, QUALITY IMPROVEMENT AND KNOWLEDGE TRANSLATIONPreliminary Findings
“ CONTINUING There is often competition for resources and, if they’re pigeon-holed into quality or safety or knowledge translation or CME, everyone’s fighting for their resources. It’s not natural for them to play together in the sandbox and so I think there’s a bit of resistance because of the silos.”
Positioning CE, QI and KT CONTINUING
Other domain perceptions about CE CONTINUING
“ CONTINUING Everyone thinks that education’s good and the solution always to guidelines or poor care is, ‘we need more education’. But whether that education is designed properly, whether the right people get the education, whether there’s follow-up, it’s all sort of a bit loose. Then, the challenge is even if you go and learn something in a setting… because education currently right now is given completely separate from your workplace… then when you come back to your workplace and you try to implement stuff, there’s usually all kinds of barriers of why you can’t do this.”
Relationship between CE and QI CONTINUING
“ CONTINUING I think continuing education needs to be much more acknowledged and it needs to be more robust, but it needs to be considered as an intervention in and by itself, which needs fleshing out, expansion and all of that in the quality improvement space...”
Relationship between CE and KT CONTINUING
“ CONTINUING I think again this movement towards the interrelation of continuing education, knowledge transfer and knowledge application is also feeding back into the way in which we provide education. We structure it far more with a view to that knowledge being transferred and applied in a real situation. I think for sure the increased pressure on continuing quality improvement and patient safety is bringing a new dimension too into the way we teach, so that it becomes a more important factor in giving us the unperceived need for sure, that hadn’t come across people’s thought-processes until fairly recently.”
Significance of Study CONTINUINGDiscussion
Significance to CE CONTINUING
Britten N. Qualitative Research: qualitative interviews in medical research. British Medical Journal. 1995; 311:3.
Dean M. Power at the heart of the present: Exception, risk and sovereignty. European Journal of Cultural Studies. 2010; 13: 459-475.
Gieryn TF. Boundary-Work and the Demarcation of Science from Non-Science: Strains and interests in Professional Ideologies of Scientists. American Sociological Review.1983; 48(6): 781-795.
Hsiesh, HF, Shannon SE. Three approaches to Qualitative Context Analysis. Qualitative Health Research. 2005; 15(9): 1277-1288.
Kitto S, Bell M, Peller J, Silver I, Etchells E and Reeves S. Improving Patient Outcomes: Mapping Practice boundaries and intersections between the domains of Continuing Education, Knowledge Translation, Patient Safety and Quality Improvement, Advances in Health Sciences Education. 2011; online first December 2011.
Knorr-Cetina K. Culture in global knowledge societies: knowledge cultures and epistemic cultures. Interdisciplinary Science Reviews. 2007; 32(4): 361-375.
Liamputtong P, Ezzy D. Qualitative Research Methods. Oxford: Oxford University Press; 2005.
Shojania KG, Silver I, Levinson W. Continuing Medical Education and Quality Improvement: A match made in heaven? Annals of Internal Medicine. 2012; 156: 305-308.
Mapping practice boundaries and intersections between the domains of Continuing Education, Knowledge Translation, Patient Safety and Quality Improvement
Kitto S, Bell M, Peller J, Sargeant J, Etchells E, Reeves S, Goldman J, Silver I.