What is Knowledge Translation?
Knowledge translation (KT) can be understood as an iterative process whereby information is synthesized, disseminated, exchanged, and ethically applied to improve and expedite its uptake by those it seeks to benefit (Heiden, 2021; Paterson et al., 2016). Related to health, KT aims to improve health and health care through the provision of more effective health services and products, and overall strengthening of the health system (Paterson et al., 2016). It is an action-oriented approach which emphasizes improved researcher - stakeholder relationships, as well as participant and community feedback (Paterson et al., 2016). Partnership is integral to successful KT (Paterson et al., 2018).
What is Integrated Knowledge Translation?
Integrated KT (iKT) is a form of KT that seeks to involve stakeholders, consistently and in meaningful ways, from the beginning of a project, and through its life (Heiden, 2021; Mariaulu Budyari Gumal, 2019). Through thorough processes of engagement, iKT assists researchers to identify if a chosen issue is worth pursuing (i.e. represents community wants, values, and needs), and then improve uptake of suggested interventions through the collection of experiential knowledge and judgement to enrich outputs (Heiden, 2021; Mariaulu Budyari Gumal, 2019). In this way, iKT defines and values “knowledge” as far more than research evidence (Mariaulu Budyari Gumal, 2019).
Both KT and iKT are more than the simple dissemination of research results (Heiden, 2021). They are flexible and adaptable processes which promote and facilitate ongoing dialogue on the journey to ensure that the right information gets to the right person, at the right time, in the right format (Heiden, 2021).
Applying KT and iKT to Work with Persons with Disabilities.
Persons with disabilities (PWD), have the right to engage in research and decision-making that affects their lives as well as to contribute meaningfully to research that will affect the lives of others (Sadler, 2023). However, members of this population have historically been excluded from research efforts due to assumed deficits in intelligence and capacity (Robinson et al., 2022; Sadler, 2023). The result: difficulty identifying issues that may uniquely or disproportionately impact the population, limited data to inform recommendations, and the subsequent implementation of non-responsive interventions which, in some instances, may serve to increase barriers to health and other services (Robinson et al., 2022; Sadler, 2023). In recent decades, researchers have begun to recognize the value of the active participation of PWD in KT and iKT processes to inform health and other system improvements (Robinson et al. 2022). Guidance related to inclusion, however, remains in development (Robinson et al., 2022).
To facilitate, improve, and sustain the participation of PWD in research and health priority-setting, KT and iKT approaches must be accessibility-focused.
What is Accessible KT and iKT?
Accessible KT and iKT includes activities which promote the full and meaningful participation of PWD from the onset of a project, through to (and beyond) the dissemination of results and recommendations (Robinson et al., 2022; Sadler, 2023). Processes, activities, and outputs are tailored to the needs, values, and context of PWD, including consideration of and action to address barriers to knowledge use (Heiden, 2021; Paterson et al., 2016; Robinson et al., 2022). Accessible KT and iKT value all types of knowledge, especially that which has been gained from lived or professional experience with disability (Heiden, 2021; OMSSA, 2013). Accessible KT and iKT seek to empower PWD to take an active role in health and other decision-making (Ontario Municipal Social Services Association [OMSSA], 2013). Where KT and iKT are truly accessible, their use is fundamentally desired by researchers and other stakeholders, rather than actioned solely on the basis of legislative requirements (OMSSA, 2013).
Facilitating Accessible KT and iKT
Accessible KT and iKT attempt to incorporate the design and use of universally accessible research methods (Sadler, 2023). Where this may be infeasible, accommodation or modification is used (Sadler, 2023). Accessible KT and iKT processes must be flexible to accommodate a broad range and diversity of needs and disability types (OMSSA, 2013; Robinson et al., 2022).
Accessibility in KT and iKT is of particular importance in the dissemination phase, as PWD can play a critical role in tailoring the messaging and format of information to reflect the needs of a variety of disability types (Heiden, 2021). Accessible dissemination should include the creation and distribution of a broad range of products in different formats (i.e. written, visual, and auditory) to improve the accessibility of information and subsequent knowledge acquisition by community members (OMSSA, 2013; Robinson et al., 2022). Able stakeholders can similarly improve the reach of information, as well as facilitate use of findings into practice, and further the potential for future research in a topic area, by leveraging important connections and relationships. (Heiden, 2021).
In recent years, accessible KT and iKT approaches have become better defined and more commonly implemented. Examples include use of digital research and engagement, World Cafes, and Photovoice.
Digital Research and Engagement
Digital research and engagement with PWD has become especially popular in recent years due to the COVID-19 pandemic (Sadler, 2023). Use of digital platforms can assist to overcome several identified engagement and participation challenges of PWD including transportation, cost, availability of support, and the physical accessibility of public spaces (Robinson et al., 2022; Sadler, 2023). However use of digital methods may also present other challenges that must be addressed if KT is to remain accessible (Sadler, 2023). A lack of access to needed technology, technological hurdles which need to be navigated, and communication challenges, including an inability to see and interact with visual cues, or an inability to physically engage with research materials are some examples of things KT and iKT facilitators must consider, pre-empt, and/or address (Sadler, 2023).
World Cafes and Photovoice.
Use of World Cafes and Photovoice are additional ways to promote accessible KT that have been used by researchers in recent years. World Cafes are (in-person) events, generally no more than one day in length, which engage participants in solution-focused dialogue about public-facing issues (Sadler, 2023). They are an especially useful method of highlighting barriers faced by PWD, and broadening understanding of relevant ways in which these can be addressed (Robinson et al., 2022; Sadler, 2023). Photovoice involves the use of photographs, taken by participants, to translate knowledge in a meaningful way. Photovoice participants are able to move beyond the often inaccessible use of text alone, and facilitate reflection on feelings, ideas, and experiences through imagery and conveyed emotion (Sadler, 2023). Guided photovoice, where support is provided in the photo-taking process, can further the accessibility of this approach (Sadler, 2023).
Power-sharing in Accessible KT and IKT
Facilitators of accessible KT and iKT must be cognizant of a historic lack of real power-sharing in disability-focused research (Robinson et al., 2022; Sadler, 2023). Facilitators should be genuine in their efforts to engage and partner with PWD so as not to reinforce power differentials that have historically devalued this group (Robinson et al., 2022; Sadler, 2023). This necessitates transparency (of research aims and partnership goals), the clear definition of roles and role expectations, trust and rapport-building, and a commitment to collaboration throughout KT or iKT processes, which demonstrate research has been done with and not for or simply about PWD (Heiden, 2021; OMSSA, 2013; Robinson et al., 2022; Sadler, 2023).
References
Heiden, T. (2021). Engaging stakeholders for research impact. Centre on Knowledge Translation for Disability and Rehabilitation Research. https://ktdrr.org/products/KTDRR-Stakeholder-Engagement-Brief-508.pdf
Mariaulu Budyari Gumal (2019). Knowledge translation – In conversation with Professor Katherine Boydell [Video]. YouTube. https://www.youtube.com/watch?v=YLIhnz-pHpU
Ontario Municipal Social Services Association (2013). Guide to accessible public engagement. https://www.omssa.com/docs/OMSSA_Guide_to_Accessible_Public_Engagement_-_EN.pdf
Paterson, M., Lagosky, S., & Mason, R. (2016). Health promotion and knowledge translation: Two roads to the same destination? Global Health Promotion, 25(3), 65–69. https://doi.org/10.1177/1757975916665340
Robinson, S., Carnemolla, P., Lay, K., & Kelly, J. (2022). Involving people with intellectual disability in setting priorities for building community inclusion at a local government level. British Journal of Learning Disabilities, 50(3), 364–375. https://doi.org/10.1111/bld.12469
Sadler, T. (2023). Inclusive methods for engaging people with intellectual and developmental disabilities in research practices. Centre on Knowledge Translation for Disability and Rehabilitation Research. https://ktdrr.org/products/info-briefs/KTDRR-EngagingPeopleWithIDD-508.pdf
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