Phi Gamma Delta

IntroductionKnowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a valid and reliable KT learning assessment tool in CPD.MethodsThe Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes, was utilized in crafting the 20-item IRV-KT tool. This instrument includes knowledge creation and action as essential KT constructs. KT competency was assessed in three segments (i.e., before and after CPD event and if in a lecture) using a one-group post-posttest pre-experimental design. Health professionals who successfully completed a CPD program on a knowledge translation topic were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing.ResultsThe initial test of the IRV-KT tool demonstrated a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive validity coefficients (r > 0.35, p < 0.05) in all segments of the tool.DiscussionThe study produced a reflective assessment tool to validly and reliably assess KT learning in a CPD. IRV-KT is seen to guide the curriculum process of CPD programs to bridge learning and healthcare outcomes.

Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a KT learning assessment tool in CPD. Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes was utilized in crafting the 20-item IRV-KT tool. This instrument identified knowledge creation and action as essential KT constructs. Using a one-group post-posttest pre-experimental design, the KT competency was assessed in 3 moments (i.e. before and after CPD event and if in a lecture). Health professionals who successfully completed a CPD program using alternative teaching approaches were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results The initial test of the IRV-KT tool revealed a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive large validity coefficients (r > 0.35, p < 0.05) in all segments. Discussion The study practically produced reflective assessment tool to assess validly and reliability KT learning in a CPD. IRV-KT is seen to guide curriculum process of CPD programs to bridge learning and healthcare outcomes.

Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a KT learning assessment tool in CPD. Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes was utilized in crafting the 20-item IRV-KT tool. This instrument identified knowledge creation and action as essential KT constructs. Using a one-group post-posttest pre-experimental design, the KT competency was assessed in 3 moments (i.e. before and after CPD event and if in a lecture). Health professionals who successfully completed a CPD program using alternative teaching approaches were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results The initial test of the IRV-KT tool revealed a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive large validity coefficients (r > 0.35, p < 0.05) in all segments. Discussion The study practically produced reflective assessment tool to assess validly and reliability KT learning in a CPD. IRV-KT is seen to guide curriculum process of CPD programs to bridge learning and healthcare outcomes.

Introduction Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a KT learning assessment tool in CPD. Methods The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes was utilized in crafting the 20-item IRV-KT tool. This instrument identified knowledge creation and action as essential KT constructs. Using a one-group post-posttest pre-experimental design, the KT competency was assessed in 3 moments (i.e. before and after CPD event and if in a lecture). Health professionals who successfully completed a CPD program using alternative teaching approaches were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results The initial test of the IRV-KT tool revealed a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p &lt; 0.05) and action (r = 0.49, p &lt; 0.05). All items have significant positive large validity coefficients (r &gt; 0.35, p &lt; 0.05) in all segments. Discussion The study practically produced reflective assessment tool to assess validly and reliability KT learning in a CPD. IRV-KT is seen to guide curriculum process of CPD programs to bridge learning and healthcare outcomes.