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Brehaut JC, Eva KW. Building theories of knowledge translation interventions: use the entire menu of constructs. Implement Sci. 2012;7:114doi: 10.1186/1748-5908-7-114.
Brehaut, J. C., & Eva, K. W. (2012). Building theories of knowledge translation interventions: use the entire menu of constructs. Implementation science : IS, 7114. https://doi.org/10.1186/1748-5908-7-114
Brehaut, Jamie C, and Eva, Kevin W. "Building theories of knowledge translation interventions: use the entire menu of constructs." Implementation science : IS vol. 7 (2012): 114. doi: https://doi.org/10.1186/1748-5908-7-114
Brehaut JC, Eva KW. Building theories of knowledge translation interventions: use the entire menu of constructs. Implement Sci. 2012 Nov 22;7:114. doi: 10.1186/1748-5908-7-114. PMID: 23173596; PMCID: PMC3520870.
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Implement Sci. 2012 Nov 22;7:114. doi: 10.1186/1748-5908-7-114.

Building theories of knowledge translation interventions: use the entire menu of constructs.

Implementation science : IS

Jamie C Brehaut, Kevin W Eva

Affiliations

  1. Clinical Epidemiology Program, Ottawa Hospital Research Institute, The Ottawa Hospital, General Campus, Centre for Practice Changing Research, 501 Smyth Road, Box 201B, Ottawa, ON K1H 8L6, Canada. [email protected]

PMID: 23173596 PMCID: PMC3520870 DOI: 10.1186/1748-5908-7-114

Abstract

BACKGROUND: In the ongoing effort to develop and advance the science of knowledge translation (KT), an important question has emerged around how theory should inform the development of KT interventions.

DISCUSSION: Efforts to employ theory to better understand and improve KT interventions have until recently mostly involved examining whether existing theories can be usefully applied to the KT context in question. In contrast to this general theory application approach, we propose a 'menu of constructs' approach, where individual constructs from any number of theories may be used to construct a new theory. By considering the entire menu of available constructs, rather than limiting choice to the broader level of theories, we can leverage knowledge from theories that would never on their own provide a complete picture of a KT intervention, but that nevertheless describe components or mechanisms relevant to it. We can also avoid being forced to adopt every construct from a particular theory in a one-size-fits-all manner, and instead tailor theory application efforts to the specifics of the situation. Using audit and feedback as an example KT intervention strategy, we describe a variety of constructs (two modes of reasoning, cognitive dissonance, feed forward, desirable difficulties and cognitive load, communities of practice, and adaptive expertise) from cognitive and educational psychology that make concrete suggestions about ways to improve this class of intervention.

SUMMARY: The 'menu of constructs' notion suggests an approach whereby a wider range of theoretical constructs, including constructs from cognitive theories with scope that makes the immediate application to the new context challenging, may be employed to facilitate development of more effective KT interventions.

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