What a world we live in! Google Scholar just recently served up this master’s thesis by Eleni Wener. I think I would have been very self-conscious if my master’s thesis had been instantly available online.
Of course, she’s Canadian, at the University of Manitoba. The mandate for knowledge translation planning from the Canadian Institutes for Health Research has now filtered down to the level where graduate students are writing their theses about KT.
In exploring the use of knowledge translation in disability research, Wener, I think inadvertently, adds to the word salad of KT when she coins a new term, “inclusive knowledge translation.”
Now we can debate the relative merits of the terms knowledge translation, inclusive knowledge translation, knowledge translation and exchange, knowledge exchange, knowledge mobilization, and clinical translation.
Instead, let’s debate the merits of ratcheting up the emphasis on knowledge translation in public health education in the United States.
There are fragments of KT resource materials available at such disparate places as the National Institutes of Health (NIH), the National Institute for Disability and Rehabilitation Research (NIDRR), and the Centers for Disease Control (CDC). Almost all of this is aimed at people working on the front line, executing programs in the real world.
Even the National Coordinating Center for Public Health Systems and Services Research, housed at the University of Kentucky, focuses primarily on studies in real-world settings.
For a subject that’s getting this much attention on the front line, there seems to be very little focus on the academic preparation of our public health professionals. Which public health schools in the United States have built a knowledge translation curriculum that meets this growing need?