Schreiber Joseph, Dole Robin L
Department of Physical Therapy, Chatham University, Pittsburgh, PA 15232, USA.
Pediatr Phys Ther. 2012 Fall;24(3):259-66. doi: 10.1097/PEP.0b013e31825be0c9.
This study investigated the effect of knowledge translation procedures as part of a continuing education conference for pediatric physical therapists on knowledge and frequency of use of tests and measures.
All attendees (28) were invited to complete a baseline self-report survey on knowledge and frequency of use of skills related to the use of standardized measures. Eleven attendees participated in the additional knowledge translation activities, including a 90-minute session during the conference and follow-up online interaction.
On the baseline survey, conference attendees rated themselves higher on frequency of use compared with knowledge. The 8 conference attendees who completed the follow-up survey rated themselves higher in some aspects of knowledge and frequency of use of the skills related to standardized assessment.
The knowledge translation activities were easy to implement and led to positive changes in level of knowledge and frequency of use of tests and measures.
本研究调查了知识转化程序作为儿科物理治疗师继续教育会议的一部分，对测试和测量知识及使用频率的影响。
邀请所有与会者（28人）完成一项关于与标准化测量使用相关技能的知识和使用频率的基线自我报告调查。11名与会者参与了额外的知识转化活动，包括会议期间的90分钟课程和后续在线互动。
在基线调查中，与会者对自己使用频率的评分高于知识评分。完成后续调查的8名与会者在与标准化评估相关技能的知识和使用频率的某些方面对自己的评分更高。
知识转化活动易于实施，并导致测试和测量知识水平及使用频率产生积极变化。
