Promoting the skills of knowledge translation in an online master of science course in primary health care

4 key arguments are presented that knowledge translation requires tacit and explicit knowledge that must be introduced into the organization as well as simply acquired by individuals and the online environment, if appropriately used, has many useful features for supporting constructivist and collaborative learning.

Abstract

We present 4 key arguments: (1) knowledge translation requires tacit and explicit knowledge that must be introduced into the organization as well as simply acquired by individuals; (2) educating for knowledge translation must go beyond conveying facts and developing capability; (3) a constructivist and collaborative approach to education can address the needs of learners for knowledge translation; and (4) the online environment, if appropriately used, has many useful features for supporting constructivist and collaborative learning. We illustrate these arguments with reference to a part-time online master of science course whose learners are mostly senior health care professionals engaged in knowledge translation.