Have you ever wondered …
- How you can demonstrate that your treatment of a patient with a TKA or THA was effective?
- Which are the best outcome measures to track a patient’s progress?
- Whether it is OK to change any part of a standardized test (e.g. can the patient use a gait aid during the Timed Up and Go (TUG) Test)?
- How to effectively write discharge letters reporting the results of your treatment to a physician?
If you answered yes to any of the questions above, than you will be thrilled to know that the:
Total Joint Arthroplasty Outcome Measures Toolkit (TJAOM) online learning modules are now available!
The TJAOM online learning modules provide the key points (with videos) about 12 patient-reported and performance-based outcome measures recommended for patients with total joint arthroplasty.
In order to access these modules please follow this link (http://goo.gl/forms/paj0MBZbZx) and fill in the requested details. An account that provides unlimited free access will be created for you within seven (7) days.
We hope you enjoy these modules as much as we enjoyed making them.
Thank you, from all the TJAOM project team members.
Note: The TJAOM Toolkit is a Physical Therapy Knowledge Broker* facilitated project that involved the collaboration of over 30 BC physical therapists and multiple health authorities. The online modules supplement other free resources (A diagram illustrating which outcome measures to use at each phase of care, one page summaries, and templates of discharge letters reporting the results) available within the Knowledge Broker webpages
Are you interested in getting involved in physiotherapy research?
Not sure what options exist or who to contact?
The first step is to register with the BC PT Research Collaboration Registry which can be found on UBC Department of Physical Therapy Website within the Knowledge Broker webpages
The purpose of this registry is to provide a mechanism for researchers, administrators and clinicians to link with each other for research and practice issues within specific areas of practice. The registration process is undertaken online – simple and fast.
This registry has been accessed over 150 times this past year and over 300 times since its inception in 2010. It has catalyzed the development of teams for academic research projects, identified potential partners for UBC Masters of Physical Therapy student research projects and stimulated special interest groups and community of practices within specific areas of practice.
Please use this resource as a means to link with colleagues to pursue shared interests. If you have any questions, feel free to contact Alison Hoens, at Alison.hoens@ubc.ca. In order to track the activities that the registry catalyzes, do let her know about any outcomes related to its use.
The role of a knowledge broker is complex, challenging, and sometimes hard to describe.
In the March issue of the Journal of Neurologic Physical Therapy, Stephanie Glegg, a Knowledge Broker/Facilitator with Sunny Hill Health Centre for Children, and Alison Hoens, a Physical Therapy Knowledge Broker at UBC, have published a special interest article aiming to describe the context for knowledge brokering in health care, and simplify it into a useful model.
First, they provide a concise overview of five major knowledge translation theories (KTA Process, PARiHS, Fernandez and Gould’s Model, Diffusion of Innovation, and K* Spectrum), and outline how these theories depict the ideal role(s) of knowledge brokering.
Then, drawing from this literature, they propose a model which describes five key “role domains” that people or organizations can assume in knowledge brokering activities.
Glegg and Hoens (2016) don’t claim to present a full picture of all knowledge brokering activities. Instead, their model is a springboard for discussion. For example, they argue these “role domains” could provide a common language to use as a foundation when discussing “the determinants and processes associated with knowledge brokering, and when evaluating the mechanisms of action and outcomes of them” (p. 8).
To see a video clip describing the article go to https://youtu.be/udp8JNu_tL4