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An Exploration of Knowledge Translation in Aboriginal Health

An Exploration of Knowledge Translation in Aboriginal Health. Elizabeth Estey, M.A. Co-supervisors: Dr. Jeff Reading & Dr. Jeremy Wilson 2008 Canadian Public Health Association Conference Halifax, Nova Scotia June 2, 2008. The Problem/Question. Aboriginal health disparities and inequities

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An Exploration of Knowledge Translation in Aboriginal Health

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  1. An Exploration of Knowledge Translation in Aboriginal Health Elizabeth Estey, M.A. Co-supervisors: Dr. Jeff Reading & Dr. Jeremy Wilson 2008 Canadian Public Health Association Conference Halifax, Nova Scotia June 2, 2008

  2. The Problem/Question • Aboriginal health disparities and inequities • How can knowledge of this ill health be used to improve Aboriginal health and well-being? • This is a question of knowledge translation

  3. The Study • Design: Single-case exploratory case study • Case: The Network Environments for Aboriginal Research British Columbia (NEARBC) • Methods: Semi-structured qualitative interviews with key informants

  4. Four Main themes: The Definitional Debate “Aboriginal” KT “Doing” KT KT Roles The Findings www.carmel.ac.uk/pages/exam_results.html

  5. Thematic Map

  6. Lesson #1: Definitional clarity is needed • Complex and confusing number of terms • Clarity vs. consensus • Can’t ignore rich debate www.mikhaela.net/pictures/toons/clarity.gif

  7. Lesson #2: Researcher-community collaborations are essential • Build on different strengths • Existing frameworks: • Aboriginal health research ethics • Community-based research/ Participatory action research • Two-eyed seeing (Marshall) • Ethical space (Ermine) http://www.vmminternet.com/images/ethics_header.jpg

  8. Conceptualized in the mainstream literature (Graham, 2007; Gold, 2006) KT a process; ongoing; embedded in the research process This requires time, dedication, and resources Lesson #3: Aboriginal KT is integrated KT

  9. Lesson #4: Aboriginal KT must embrace its multidisciplinarity • Aboriginal KT must move beyond research-community focus • Include and engage • health professionals and practitioners • policy- and decision-makers • the public • the media, etc…

  10. Especially important as Aboriginal KT continues to be conceptualized All involved need to know what you are supposed to do Lesson #5: Roles and responsibilities need to be defined and clarified

  11. Research is needed to examine Aboriginal health issues Energy is also needed to find ways to utilize current information and to ensure that new research is relevant and effective Lesson #6: KT has an important place in Aboriginal health research

  12. Next Steps • In order to better understand Aboriginal KT it will be important to build on and contextualize these lessons • Broader understanding of the social and political context of KT is also needed

  13. Acknowledgements

  14. Thanks for listening! Time for Questions….

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