An Exploration of Knowledge Translation in Aboriginal Health

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					 An Exploration of Knowledge
Translation in Aboriginal Health


               Dr. Jeff Reading
 Co-presenters: Elizabeth Estey & Dr. Andrew
                    Kmetic
    20th Annual Native Health Research Conference
                  Portland, Oregon
                   August 27, 2008
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
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
The Findings
Four Main themes:
1.   The Definitional Debate
2.   “Aboriginal” KT
3.   “Doing” KT
4.   KT Roles
                       www.carmel.ac.uk/pages/exam_results.html
  Thematic Map
Knowledge transfer
                                   Exploring KT in Aboriginal Health


           Definitional Debate                                                         KT Roles

                                                                                                   Individuals’ role(s)
  Dissemination

                              Knowledge exchange                                  NEARBC’s role(s)
 Knowledge translation

              Knowledge mobilization
                                                                            Doing KT               Evaluating KT

                                       Aboriginal KT

   Purpose of Aboriginal KT                                            KT Activities
                                                                                             KT Strategies/Approaches
                                                Barriers to Aboriginal KT

    Elements of Aboriginal KT
                                     Aboriginal Experiences of KT
Lesson #1: Definitional clarity is
needed
 Complex and
  confusing number
  of terms
 Clarity vs.
  consensus
 Can’t ignore rich
  debate                demrepubnepal.blogspot.com
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
Lesson #3: Aboriginal KT is integrated
KT
 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 #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…
Lesson #5: Roles and responsibilities
need to be defined and clarified
 Especially important as Aboriginal KT
  continues to be conceptualized
 All involved need to know what you
  are supposed to do
Lesson #6: KT has an important place
in Aboriginal health research

 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
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
Acknowledgements
Thanks for listening!
Time for Questions….

				
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