Schreiber Joseph, Marchetti Gregory F, Racicot Brook, Kaminski Ellen
J. Schreiber, PT, PhD, Physical Therapy, Chatham University, Woodland Road, Pittsburgh, PA 15232 (USA).
G.F. Marchetti, PT, PhD, Physical Therapy, Duquesne University, Pittsburgh, Pennsylvania.
Phys Ther. 2015 Apr;95(4):613-29. doi: 10.2522/ptj.20130434. Epub 2014 Jul 17.
Pediatric physical therapists face many challenges related to the application of research evidence to clinical practice. A multicomponent knowledge translation (KT) program may be an effective strategy to support practice change. The purpose of this case report is to describe the use of a KT program to improve the knowledge and frequency of use of standardized outcome measures by pediatric physical therapists practicing in an outpatient clinic.
This program occurred at a pediatric outpatient facility with 1 primary clinic and 3 additional satellite clinics, and a total of 17 physical therapists. The initial underlying problem was inconsistency across staff recommendations for frequency and duration of physical therapist services. Formal and informal discussion with the department administrator and staff identified a need for increased use of standardized outcome measures to inform these decisions. The KT program to address this need spanned 6 months and included identification of barriers, the use of a knowledge broker, multiple workshop and practice sessions, online and hard-copy resources, and ongoing evaluation of the KT program with dissemination of results to staff. Outcome measures included pre- and post-knowledge assessment and self-report surveys and chart review data on use of outcome measures.
Participants (N=17) gained knowledge and increased the frequency of use of standardized outcome measures based on data from self-report surveys, a knowledge assessment, and chart reviews.
Administrators and others interested in supporting practice change in physical therapy may consider implementing a systematic KT program that includes a knowledge broker, ongoing engagement with staff, and a variety of accessible resources.
儿科物理治疗师在将研究证据应用于临床实践方面面临诸多挑战。多组分知识转化（KT）项目可能是支持实践变革的有效策略。本病例报告的目的是描述如何使用KT项目来提高在门诊诊所工作的儿科物理治疗师对标准化结局测量工具的了解程度和使用频率。
该项目在一家儿科门诊机构开展，该机构有1个主诊所和3个附属卫星诊所，共有17名物理治疗师。最初的潜在问题是工作人员对物理治疗服务的频率和时长的建议不一致。与部门管理人员和工作人员进行的正式和非正式讨论表明，需要更多地使用标准化结局测量工具来为这些决策提供依据。为满足这一需求的KT项目为期6个月，包括识别障碍、使用知识经纪人、多次研讨会和实践课程、在线及纸质资源，以及对KT项目进行持续评估并向工作人员传播结果。结局测量指标包括知识评估前后的情况、自我报告调查，以及关于结局测量工具使用情况的图表审查数据。
根据自我报告调查、知识评估和图表审查的数据，参与者（N = 17）增加了知识，并提高了标准化结局测量工具的使用频率。
管理人员及其他有兴趣支持物理治疗实践变革的人员可考虑实施一个系统的KT项目，该项目包括知识经纪人、与工作人员的持续互动，以及各种可获取的资源。
