Making Science Stick: Developing a KT Plan Melanie Barwick, PhD, CPsych Associate Scientist, Community Health Systems Resource Group, Learning Institute Scientific Director Knowledge Translation, Child Health Evaluative Sciences Program, Research Institute. Associate Professor, Psychiatry and Dalla Lana School of Public Health, University of Toronto. February 23, 2011 3:00 pm Eastern An online workshop/webcast sponsored by the National Center for the Dissemination of Disability Research (NCDDR) Funded by NIDRR, US Department of Education, PR# H133A060028 © Barwick 2011 Learning Objectives 1) KT plans as a proposal requirement 2) Basic components of a KT plan 3) Evidence-based KT strategies 4) Innovations 5) Stickiness 6) KT Planning Template © Barwick 2011 2 KT Plans as a Proposal Requirement 3 Implementation Science Funding Worldwide Source: Tetroe et al., (2008). The Milbank Quarterly, 86(1), 125-155. © Barwick 2011 4 Health Research Funding Agencies’ Support & Promotion of KT Internationally Source: Tetroe et al., (2008). The Milbank Quarterly, 86(1), 125-155. © Barwick 2011 5 Basic Components of KT Planning 6 Key Components of a KT plan 1) What are your KT goals? 2) Who is your target audience? 3) How will you engage them? 4) When will you engage them? 5) What are your main messages? 6) What KT strategies will you use? 7) How will you implement your strategies? 8) With what impact (evaluation strategy to determine success of KT plan and impact on health)? 9) What resources are required (budget, staffing, etc) Resource: Barwick, M. (2008). KT Planning Template. http://www.melaniebarwick.com/training.php © Barwick 2011 7 WHO is your audience? • Who needs to hear your message? • How well do you know your audience(s) ? • Is your audience prepared to make decisions based on the evidence – what is their readiness for change? • What are the barriers for knowledge uptake in this case? • What existing networks or knowledge conduits already exist for this audience that could be useful? Source: Institute for Work & Health, Knowledge Transfer & Exchange Workbook © Barwick 2011 8 The Audience • One size-fits-all communication strategies are rarely successful • Tailor your main messages to your audiences, e.g., consumers, decision- makers; policy developers; general public • Give people the information they need, not what you think they need • Listen to your audience – what issues are important to them? • Involve them in developing, discussing, and delivering © Barwick 2011 9 The Audience: Increasing Utilization • Format, style, and timeliness by themselves will not lead to utilization • Who provides the information is as important as what the information actually is. • Readiness for change / readiness for knowledge use is an important consideration • The message(s) and research-transfer activities must be audience-specific © Barwick 2011 10 Consider that Audiences sit in Organizations Characteristics of the Practice to be Adopted Relative advantage Compatibility Complexity Trialability Observability © Barwick 2011 Characteristics of the Exchange between Stakeholders KT Strategies Engagement Characteristics of the Setting Social networks influence diffusion Early adopters Characteristics of the Adopting Organization Leadership Motivation Readiness Competing Priorities Preferences* 11 Four Factor Model of KT for Practice Change CIHR Emerging Team on KT for Child and Youth Mental Health (2009-2012) Melanie Barwick (SickKids), Chuck Cunningham (McMaster), Bruce Ferguson (SickKids), Rhonda Martinussen (OISE), Rosemary Tannock (OISE/SickKids), Peter Chaban (SickKids), Dean Fergusson (Ontario Institute for Health Research) Research Evidence Facilitation Implementation of EBP Context Readiness Change Preferences See our research poster in the exhibit hall © Barwick 2011 12 HOW will you engage them? Your KTE strategies should fit the audience preferences Regardless of who your audience is, remember that “active engagement” works best © Barwick 2011 13 WHEN will you engage them? Reducing scalds in children http://www.sickkids.ca/SKCPublicPolicyAdvocacy/section.asp?s=Tap%20Water%20Scalds&sID=13747 © Barwick 2011 14 Reducing Scalds • Yearly over 300 children, elderly people and people with disabilities are treated in hospital annually across Canada for burn injuries caused by hot tap water. But hot tap water injuries are predictable and preventable. • Turning this knowledge into action in Canada has been a slow process. Despite numerous public education campaigns to reduce risks through behaviour change (i.e. getting consumers to lower the temperature setting of their hot water heaters and/or to be cautious in using hot tap water), the rates of tap water scald injury in this country have remained virtually unchanged in the past two decades. • Tap water scalds can be prevented most effectively through a combination of public education, environmental changes, and enforcement of necessary regulations. Individual action is an unreliable way to protect a population. It is more effective in the long run to “build in” safety into Canadian homes. This can be done through: • changes to building and plumbing codes • Ontario’s Building Code now requires hot tap water to be a maximum of 49°C. © Barwick 2011 15 Measuring Health Impact LEVEL 4 Impact on Health Outcomes LEVEL 3 Impact on Clinical Practice LEVEL 2 Impact on Health Policies & Services LEVEL1 Impact on Healthcare Research Base & Future Research Stryer, Tunis, Hubbard & Clancy. (2000). Health Services Research 35:5 Part 1 © Barwick 2011 16 Monitoring and Evaluating Health Information Products and Services Sullivan, T.M., Strachan, M., and Timmons, B.K. Guide to Monitoring and Evaluating Health Information Products and Services. Baltimore, Maryland: Center for Communication Programs, Johns Hopkins Bloomberg School of Public Health; Washington, D.C.: Sullivan, T.M., Strachan, M., and Timmons, B.K. Guide to Monitoring and Evaluating Health Information Products and Services. Baltimore, Maryland: Center for Communication Programs, Johns Hopkins Bloomberg School of Public Health; Washington, D.C.: Constella Futures; Cambridge, Massachusetts: Management Sciences for Health, 2007. 18 18 1. Indicators for Monitoring and Evaluation of Health Products REACH INDICATORS Area 1: Primary Distribution (Push) Number of copies of a product initially distributed to existing lists Number of copies of a product distributed by a publisher through additional distribution Area 2: Secondary Distribution (Pull) Numbers of products distributed in response to orders Number of file downloads in a time period Number of times a product is reprinted by recipients Number of people reached by media coverage of the material or generated by it Area 3: Referrals Number of instances that products indexed or archived in bibliographic databases Number of postings by other Web sites or links to products from other Web sites Number of instances that products are selected for inclusion in a library Percentage of users who share copies or transmit information verbally to colleagues Sullivan, T.M., Strachan, M., and Timmons, B.K. Guide to Monitoring and Evaluating Health Information Products and Services. http://www.infoforhealth.org/hipnet/MEGuide/MEGUIDE2007.pdf © Barwick 2011 19 2. Indicators for Monitoring and Evaluation of Health Products USEFULNESS INDICATORS Area 1: User Satisfaction Percentage of those receiving a product or service that read or browsed it Percentage of users who are satisfied with a product or service Percentage of users who rate the format/presentation of a product as usable Percentage of users who rate the content of a product or service as useful Number/percentage of users who report knowledge gained from product or service Number/percentage of users who report that product or service changed their views Area 2: Product or Service Quality Number and quality assessment of reviews of a product in periodicals Number and significance of awards given to a product or service Number of citations of a journal article or other information product Journal impact factor Number/percentage of users who pay for a product or service © Barwick 2011 20 3. Indicators for Monitoring and Evaluation of Health Products USE INDICATORS Number/percentage of users intending to use an information product or service Number/percentage of users adapting information products or services Number/percentage of users using an information product or service to inform policy and advocacy or to enhance programs, training, education, or research Number/percentage of users using an information product or service to improve their own practice or performance © Barwick 2011 21 4. Indicators for Monitoring and Evaluation of Health Products COLLABORATION & CAPACITY BUILDING INDICATORS Area 1: Collaboration Number of instances of products or services developed or disseminated with partners Number of instances of South-to-South or South-to-North information sharing Area 2: Capacity Building Number and type of capacity-building efforts www.partnershiptool.ie/ Partnership Evaluation Tool Ireland Public Health © Barwick 2011 22 Moving Beyond Academic Currency 23 How many journal articles would you have to read per day to stay up to date? a) 5 b) 10 c) 15 d) 20 e) 25 f) 30 Source: Shaneyfelt (JAMA 2001) Estimate only; not empirical data! INFORM BEHAVIOUR © Barwick 2011 CHANGE 24 Evidence-Based and Innovative KT Strategies 25 Current State of Evidence MOSTLY EFFECTIVE Participatory research Interactive small groups Educational outreach Reminders Computerized decision support Use of computers in practice Multi-disciplinary collaboration Mass media campaign Financial intervention / incentive Combined interventions Substitution of Tasks MIXED EFFECTIVENESS Conferences, courses Opinion leaders Champions Educational materials Patient-mediated interventions Performance feedback Educational strategies – dependent on combination of strategies LIMITED EFFECTIVENESS Total quality management Continuous quality improvement Didactic meetings NOT SYSTEMATICALLY REVIEWED AS YET Press release Patent license Social marketing Arts-based KT Grol, R. & Grimshaw, J. 2003, The Lancet, 362. © Barwick 2011 26 Role Based KT Strategies Knowledge Broker Opinion Leaders Champions © Barwick 2011 Consultants Substitution of Tasks 27 Knowledge Broker An individual who links decision-makers and researchers, facilitating their interaction to better understand each other’s goals and professional cultures, influence each other’s work, forge new partnerships, and promote the use of research-based evidence in decision-making. No systematic reviews © Barwick 2011 28 Opinion Leader Peers or experts that are well-connected, credible, and persuasive. They are considered knowledgeable, trustworthy, accessible and approachable and they have a willingness to share their knowledge. Champions are typically from within the organization. Opinion leaders may be from outside the organization. • 3 reviews of 3-6 studies • Mixed effects • The feasibility of identifying opinion leaders in different settings is uncertain. © Barwick 2011 29 Substitution of Tasks Expanding the role of a healthcare practitioner, e.g., pharmacists who package and dispense prescription and over the counter medications, begin to advise about them, and work with other health care professionals and the public. • 6 reviews of 2-14 studies • Pharmacists’ effects on prescribing • Results of a review on delegation of tasks to nurses showed no relevant effect © Barwick 2011 30 Organizational KT Strategies Leadership Continuous Quality Improvement Financial Incentives © Barwick 2011 31 Continuous Quality Improvement Total Quality Management A management approach to improving and maintaining quality that emphasizes internally driven and continuous assessments of potential causes of quality defects, followed by action aimed either at avoiding decrease in quality or else correcting it at an early stage. • 1 review of 55 studies. • Limited effects • Results of single-site studies showed positive results on clinical performance, but RCTs did not. © Barwick 2011 32 Financial Incentives Compensation to the healthcare provider that is based in part on practice / service quality measures. • 6 reviews • Fund-holding had an effect on prescribing • Providing budgets instead of fees reduced drug costs & number of days in hospital © Barwick 2011 33 Educational KT Strategies Media Patient Mediated © Barwick 2011 Patient Education Audit and Feedback Policy Brief Clinical Practice Guideline 34 Educational Materials Print, CD-ROM, video or graphic materials intended to inform, promote behaviour change, or practice change. • 9 reviews of the distribution of educational materials to professionals, 3-37 studies • Limited effects due to problems with power and analysis • Mixed effects © Barwick 2011 35 Academic Detailing A trained person who meets with providers in the practice setting to provide information with the intent of changing the provider’s performance. • 8 reviews • Especially effective for improving prescribing behaviour © Barwick 2011 36 Policy Brief A document that outlines the rationale for choosing a particular policy direction. It is commonly produced in response to a request directly from a decision-maker, or within an organization that intends to advocate for the position detailed in the brief. © Barwick 2011 37 Clinical Practice Guidelines Guidelines developed from systematic reviews to help health care professionals and patients make decisions about screening, prevention, or treatment of a specific health condition. • 4 RCTs showed median improvement of 8% © Barwick 2011 38 Audit and Feedback A summary of clinical performance over a specified period of time, e.g., average number of diagnostic tests ordered. The summary may also include recommendations for clinical care. • 16 reviews • Effective when targeting test ordering and prevention • Effect size moderated by type of feedback, source and format, frequency and intensity of presentation • Recommended in combination with education, outreach visits, or reminders © Barwick 2011 39 Mass Media Use of television, radio, print to ‘advertise’ the message, or attracting the media’s participation with the message as the ‘news story.’ e.g. public awareness campaigns on bike helmet safety. Grilli reviewed the effects of 22 studies of mass media on health-service use and reported that all studies showed improvements in care. © Barwick 2011 40 Technologically Supported KT © Barwick 2011 Social Media Reminders Patient Mediated Tools Clinical Decision Supports 41 Reminders Any intervention that prompts the healthcare provider to perform a patient action or encounterspecific action. • 14 reviews of 4-68 studies • Mostly effective, particularly for prevention (vaccination and cancer screening) © Barwick 2011 42 Social Media Social media is the use of technology combined with social interaction to create or co-create knowledge. • 1 review of 22 studies • Mostly effective © Barwick 2011 43 Social Media in Hospitals © Barwick 2011 44 Hospitals Using Social Media http://ebennett.org/hsnl/data/ © Barwick 2011 45 Small Groups & Networks Interactive Workshops Community of Practice Conferences Continuing Medical Education In-Service Training Networks © Barwick 2011 46 Networks Professional relationships between individuals that represent both a collection of ties between people and the strength of those ties. Networks are a useful mechanism for knowledge exchange. © Barwick 2011 47 Community of Practice A social learning process whereby a group of people with common interest come together to share, develop, and advance a knowledge base. This informal social setting serves as a forum for the sharing of tacit knowledge. Getting to Uptake: Do Communities of Practice Support the Implementation of Evidence-Based Practice? Melanie A. Barwick; Julia Peters; Katherine Boydell J Can Acad Child Adolesc Psychiatry 18:1 February 2009 © Barwick 2011 48 Interactive Small Group An educational seminar or series of meetings emphasizing interaction and exchange of information among a small number of participants. • 4 reviews of 2-6 studies • Positive effects © Barwick 2011 49 Multi-Professional Collaboration Collaborative practice designed to promote the active participation of each discipline in providing quality patient care. • 5 reviews of 2-22 studies • Range of effects in chronic patients (cancer, stroke, mental health, geriatric care), resulting in shorter stay in hospital, reduction of costs, or more patient satisfaction. © Barwick 2011 50 Arts Based KT Knowledge Creation © Barwick 2011 Knowledge Transfer 51 Arts Based KT Arts-informed KT brings together the systematic and rigorous qualities of scientific inquiry with the artistic and imaginative qualities of the arts to reach out beyond academia. © Barwick 2011 52 Business Related KT Strategies Patent © Barwick 2011 Commercialization 53 Stickiness 54 Stickiness 6 Principles of Sticky Ideas – Chip & Dan Heath A sticky idea is one that is easily understood, remembered, and that changes opinions, behaviors, or values, and has a lasting impact. 1.Simplicity – Isolate your core message and convey it succinctly 2.Unexpectedness – Surprise and intrigue with leaps of thought 3.Concreteness – Make it real and recognizable 4.Credibility – Use details that symbolize and support your core idea 5.Emotions – Evoke feelings about what matters 6.Stories – Connect the dots Heath, C., & Heath, D. (2008). Made to stick: why some ideas survive and others die. New York: Random House. © Barwick 2011 55 Implementation 56 The Three Implementation Gaps Science to Service Gap 1) What is known is not what is adopted to help children, families, and caregivers Implementation Gaps 1) What is adopted is not used with fidelity and good outcomes for consumers. 2) What is used with fidelity is not sustained for a useful period of time. 3) What is used with fidelity is not used on a scale sufficient to impact social problems. © Barwick 2011 57 Implementation Intervention Effectiveness Implementation Team No Implementation Team 80% 3 years 14% 17 years Application of implementation science and practice Diffusion and dissemination Balas & Boren 2000 Fixsen et al., 2007 Fixsen, Blase, Timbers & Wolf (2007). In search of program implementation – 792 replications of the teaching-family model. The Behavior Analyst Today, 8(1), 96-110. Balas EA, Boren SA. In: Yearbook of Medical Informatics 2000: Patient-Centered Systems. Stuttgart: Schattauer; 2000:65-70. © Barwick 2011 58 Staff Development OUTCOMES (% of participants who DEMONSTRATE KNOWLEDGE; DEMONSTRATE NEW SKILLS in a practice setting; and USE NEW SKILLS in the Classroom Training Components Knowledge Skill Demonstration Use in the Classroom Theory & Discussion 10% 0% 0% + Demonstration & Training 30% 20% 0% + Practice & Feedback in Training 60% 60% 5% + Coaching in the Classroom 95% 95% 95% © Barwick 2011 Joyce, B., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development. 59 Implementation Science INTERVENTION IMPLEMENTATION Effective Not Effective Effective Not Effective ACTUAL BENEFITS Inconsistent Non Sustainable Poor Outcomes Poor Outcomes Poor Outcomes Sometimes Harmful Source: Dean Fixsen [Institute of Medicine 2000,2001.,2009; New Freedom Commission on Mental Health, 2003; National Commission on Excellence in Education, 1983; Dept of Health and Human Services, 1999] © Barwick 2011 60 Exploration & Adoption Full Operation Fixsen et al 2005 Program Installation Initial Implementation Innovation Sustainability © Barwick / SickKids 61 KT Planning Template www.melaniebarwick.com 62 63 Your Research Partners © Barwick 2011 64 Partner Engagement © Barwick 2011 65 KT Expertise on Your Team © Barwick 2011 66 Main Messages, Audience, Goals © Barwick 2011 67 Methods, Process, Impact © Barwick 2011 68 Partners, Resources, Budget © Barwick 2011 69 Partners, Resources, Budget © Barwick 2011 70 Example: Pain Management during Childhood Immunization (Taddio et al) Who is the target audience How will they be engaged and when? Government (including but not limited to: Councils of Medical Officers of Health, Provincial Ministry of Health, Public Health Agency of Canada, CIHR, Health Canada) At the outset, as collaborators advisory members Throughout using relationship building, meetings, workshops At the end via meetings, presentations, workshops - Pain management during routine needles and immunization is important yet underutilized - Strategies to prevent pain - Fact sheets, pamphlets, and guidelines to federal and provincial government, CCIAP and study website; British Columbia Centre for Disease Control (CDC) - Immunization Competencies posted by Public Health Agency of Canada - Presentations at meetings - Dissemination of 1-3-25 report Academics (might also include practitioners as audience) At the outset, as collaborators advisory members Throughout using relationship building, meetings, conferences workshops, etc At the end via journal articles, conferences, workshops, etc -Pain management during routine needles and immunization is important - Strategies to prevent pain - Additional research needed in the area - Presentations at discipline-specific annual meetings, workshops (e.g. paediatric associations, pharmacy associations, nursing associations) - Journal publication of systematic reviews (in Clinical Therapeutics) and practice guidelines (in Paediatrics & Child Health) - Other relevant peer reviewed journal publications © Barwick 2011 Main message KT strategy 71 Pain Management during Childhood Immunization (Taddio et al) (Cont.) Who is the target audience How will they be engaged and when? Main Message KT strategy Physicians and Nurses (including but not limited to family practice physicians, pediatricians) At the outset, as collaborators advisory members Throughout using relationship building, meetings, workshops, rounds, networks At the end using networks and governing bodies, presentations, workshops, etc - Pain management during routine needles and immunization is important and within the scope of clinical practise - Strategies to prevent pain - Patient education is important - Fact sheets, pamphlets, newsletters articles, and guidelines circulated to physician offices, clinics through nursing and paediatric governing bodies - Presentations at discipline-specific rounds, continuing education meetings; train the trainer workshops - Journal publication of systematic reviews (in Clinical Therapeutics) and practice guidelines (in Paediatrics & Child Health) - Academic detailing (through government site visits) -Medical resident teaching - Link on discipline specific websites to CCIAP partner website - Transportable learning modules and educational materials including video clips on strategies for delivering vaccines that minimize pain - Recommendation for CPS position statement Pharmacists At the outset, as collaborators advisory members Throughout relationship building, meetings, workshops, rounds, networks At the end using networks and governing bodies, presentations, workshops, etc -The benefits of analgesics in pain management - Strategies and products to reduce pain - The benefits of client education - Fact sheets, educational materials, guidelines, articles, main messages to be included in vaccine shipments and sent via mailings to pharmacists by governing bodies - Article in Canadian Pharmaceutical Association journal - Links on discipline specific websites to CCIAP partner website -Posters and pamphlets to be sent for display to pharmacies 72 Pain Management during Childhood Immunization (Taddio et al) (Cont.) Who is the target audience How will they be engaged and when? Main message Society at large (including but not limited to Parents and Children) At the end using media, products developed (e.g. children's books), networks - Vaccines are good - Pain can and should be managed - What a parent can do to ensure their child does not suffer unnecessary pain during needles - How doctors and pharmacists can help KT strategy - Fact sheets and posters distributed to family resource centers, libraries, daycares, schools - Study website and partners (The Hospital for Sick Children media press release and ‘aboutkidshealth.ca’, Canadian Pain Society) - Children’s handbook (distributed in pharmacies, hospital gift shop, retail outlets) - Chapter in Your Child’s Best Shot: A Parent’s Guide to Vaccination - Column in parenting magazine (Today’s Parent) - Fact sheets, teaching/presentations and telephone counseling (disseminated during prenatal classes, maternal-infant hospitalization after delivery, and after hospital discharge) by physicians, nurses, educators, public health 73 Scientist Knowledge Translation Training™ External (non-SickKids) – March 24-25 2011 Toronto - $450 Graduate Students – 1 day workshop – May 18 2011 - $30 A well-developed knowledge translation (KT) plan is emerging as a proposal requirement for health research in Canada and abroad, and there is greater attention to research utilization and research impact. The SKTT™ training course was developed on the premise that scientists are agents of change in creating research impact, promoting research utilization, and ensuring their research findings reach the appropriate audiences. There is a skill set surrounding KT practice, and it is these competencies that the training course was designed to impart. Intended Audiences: Researchers across all pillars, Educators, KT practitioners For more information or to register, contact sarah.bovaird@sickkids.ca © Barwick 2011 74 Knowledge Translation Professional Certificate™ SKTT – October 17-21 2011 Toronto KTPC is a 5 day professional development course and the only course of its kind in North America. The curriculum, presented as a composite of didactic and interactive teaching, exemplars, and exercises, focuses on the core competencies of KT work in Canada, as identified by a survey of KT Practitioners (Barwick et al., 2010). This one-of-a-kind opportunity for professional development and networking. The KTPC course is aimed at developing the competencies of KT practitioners working across all disciplines – not limited to: health, education, prevention/promotion, and agriculture. Whether you call yourself a knowledge broker, KT specialist or work by some other name, this event is of great importance to helping us close the research to practice gap. However you identify yourself professionally, this course is for you if you serve an intermediary role between science and practice. We invite active participation of your employer to help build organizational culture for KT. © Barwick 2011 75 “A little knowledge that acts is worth infinitely more than much knowledge that is idle.” Kahlil Gibran (1883-1931) 76 Melanie Barwick Ph Email Web 001-416-813-1085 melanie.barwick@sickkids.ca www.melaniebarwick.com