PubMed · 16550638
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Keith Trigwell. 2006-02-23. Learning to teach.. https://doi.org/10.1038/nj7079-1028b
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Studies have shown that healthy individuals cannot accurately judge the degree of weightbearing through one lower extremity [Bohannon R, Waters G, Cooper J. Perception of unilateral lower extremity weightbearing during bilateral upright stance. Percept Mot Skills 69;1989:875-80]. This study of 40 healthcare professionals assessed a simple education process to see if this perception could be improved. Weightbearing was assessed before and after the education process, a familiarisation exercise with a set of bathroom scales. The education process had no significant effect on individual's perception of weightbearing, nor was there any difference between members of the multi-disciplinary team. As an important aspect of patient care, further work is necessary to identify an accurate and reproducible method of quantifying weightbearing.
The MBA's status as the 'gold standard' of qualifications is no longer assured because of a crowded market and emerging alternatives. Masters in public administration (MPA) courses are becoming increasingly popular, attracting a mix of postgraduate students from different sectors. Opinion is split over the merits of MBAs and MPAs: MBAs have a more established reputation, while MPAs are often seen as more relevant.
There is confusion and misunderstanding about the concepts of knowledge translation, knowledge transfer, knowledge exchange, research utilization, implementation, diffusion, and dissemination. We review the terms and definitions used to describe the concept of moving knowledge into action. We also offer a conceptual framework for thinking about the process and integrate the roles of knowledge creation and knowledge application. The implications of knowledge translation for continuing education in the health professions include the need to base continuing education on the best available knowledge, the use of educational and other transfer strategies that are known to be effective, and the value of learning about planned-action theories to be better able to understand and influence change in practice settings.